Observable Criteria Tool: Preschool/Kindergarten - Home | … · · 2017-10-23Teaching staff support children’s competent and self-reliant exploration and use of classroom materials

© 2016. National Association for the Education of Young Children. All rights reserved. Revised October 1, 2016.

Observable Criteria Tool: Preschool/Kindergarten

Use this Observable Criteria Tool to determine if your class meets criteria included in the Observable Criteria source of evidence. This tool applies to mixed-age classes that serve preschool and kindergarten-aged children. Not sure if this is the right tool for your class? For assistance, go to the Observable Criteria Instructions in TORCH.

Certain criteria have been intentionally removed from this tool. Read more. As you work to determine whether or not your class meets each of the criteria presented in this document, note the possible ratings used by NAEYC Assessors and their definitions below:

‘Yes’: Evidence is found; criterion or indicator is met.

‘No’: No evidence is found, or evidence is insufficient to meet criterion or indicator.

‘N/A’ (Not Applicable): The criterion or indicator does not apply to this class. The ‘N/A’ rating is only available if it is noted.

‘NoOpp’ (No Opportunity): There was no opportunity to observe the criterion or indicator during the specific observation. The ‘NoOpp’ rating is only available if it is noted. While ‘NoOpp’ may be used for a specific, time-limited observation, it is expected that classes display evidence of the criterion sometime throughout the day.

‘Not Age’: The criterion or indicator does not apply to the age category being observed. The ‘Not Age’ rating is only available if it is noted.

Definitions of terms found within guidance:

‘Varied’ or ‘Multiple’: More than one.

‘Such as’ or ‘for example’: Examples which may be used as evidence but do not necessarily need to be seen to meet the criterion or indicator.

http://www.naeyc.org/academy/torch/self-assessment

http://www.naeyc.org/files/academy/file/CriteriaNoLongerAssessed.pdf

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Standard 1 – Relationships

1.A. – Building Positive Relationships among Teachers and Families

1.A.01 I-T-P-K Random O, FS, CP

a Teachers work in partnership with families, establishing and maintaining regular,

ongoing, two-way communication. Yes No NoOpp

Look for examples of TWO-WAY communication efforts by teaching staff with families of children in the classroom. Rate

‘Yes’ if evidence includes clear invitations from staff to receive family communications. Rate ‘NoOpp’ if no evidence or

partial evidence of two-way communication (e.g., parent board with lesson plan, menu, and events calendar) is observed.

Rate as ‘No’ if missed opportunities for two-way communication are observed.


Teachers communicate with family members on an ongoing basis to…

a learn about children’s individual needs and Yes No NoOpp

b ensure a smooth transition between home and program. Yes No NoOpp

Evidence may include things such as dialogue books, whiteboards that describe what children are doing, or conversations

with family members who are in the classroom. At least two examples of communication must be seen, one of which could

be part of introductory materials. Rate ‘NoOpp’ if no examples are seen or if only one example is observed. Rate as ‘No’

if missed opportunities for communication are observed.


a Teachers share information with families about classroom rules, expectations, and

routines not only at enrollment but also as needed throughout the year. Yes No NoOpp

Evidence may include dialogue books, flyers, whiteboards that describe what children are doing, or conversations or other

communication efforts with family members who are in the classroom.

1.B. – Building Positive Relationships between Teachers and Children

1.B.01 I-T-P-K Random O

a

Teaching staff foster children’s emotional well-being by demonstrating respect for

children and creating a positive emotional climate as reflected in behaviors such as

frequent social conversations, joint laughter, and affection.

Yes No


a Teaching staff express warmth through behaviors such as physical affection, eye

contact, tone of voice, and smiles. Yes No


Teaching staff are consistent and predictable in their

a physical and Yes No

b emotional care of all children. Yes No Look for evidence that teaching staff are responsive to the physical and emotional care needs of all the children. Rate as

‘Yes’ UNLESS there are clear missed opportunities for staff to be responsive to the care needs of the children.

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a Teaching staff encourage and recognize children’s work and accomplishments. Yes No For observation purposes the experience of most of the children is assumed to be equivalent for every child unless there is

evidence to the contrary. Watch for teaching staff conversations that (1) encourage children to try new things; and (2)

recognize attempts and success in all developmental areas. Evidence may also include such things as photographs, class

made books, class displays, and newsletters.


Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate

ways to children’s

a positive initiations, Yes No

b negative emotions, and Yes No

c feelings of hurt and fear Yes No

d by providing comfort, support, and assistance. Yes No Watch for teaching staff's sensitivity to individual children (versus treating all children basically the same way). When

there is not an opportunity to observe all indicators, credit should be given UNLESS there are clear missed opportunities

when indicators would be expected to be observed.


a Teaching staff encourage children’s appropriate expression of emotions, both positive

(e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Yes No

Watch for teaching staff’s sensitivity to individual children (versus treating all children basically the same way). Rate as

‘Yes’ UNLESS there are clear missed opportunities for staff to encourage appropriate expressions of emotions.


Teaching staff evaluate and change their responses based on individual needs. Teaching staff vary their

interactions to be sensitive and responsive to

a differing abilities, Yes No

b temperaments, Yes No

c activity levels, and Yes No

d cognitive and Yes No

e social development. Yes No Watch for teaching staff's sensitivity to individual children (versus treating all children basically the same way). When

there is not an opportunity to observe all indicators, credit should be given UNLESS there are clear missed opportunities

when indicators would be expected to be observed.


Teaching staff support children’s competent and self-reliant exploration and use of

classroom materials. Yes No

Evidence may include opportunities for interaction with materials, unstructured activities, free play, etc. A posted schedule

indicating there are opportunities for unstructured activities and/or free play etc. would also be acceptable. For infants,

teaching staff assisting children with exploration of the environment and materials is acceptable.

1.B.09 I-T-P-K Required O, PP

a Teaching staff never use physical punishment such as shaking or hitting and do not

engage in psychological abuse or coercion. Yes No

Rate ‘No’ if any person employed by or volunteering for the program physically punishes and/or psychologically abuses

or coerces a child.

Evidence could take the form of your program’s written discipline policy as communicated to staff and/or parents.

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1.B.09 I-T-P-K Required O, PP

This is a required criterion. If a child is in immediate danger, assessors must immediately notify the program

administrator and contact the NAEYC Academy. If the assessor determines that this criterion is not fully met after the

observation, assessors must note this on the Required Criteria Documentation form. If during the Program Portfolio

review, the assessor determines that this criterion is not fully met, the assessor MUST list it on the Missing Evidence

Request Form (MERF). If the criterion is still not fully met after the program responds to the MERF, assessors must note

this on the Required Criteria Documentation form. The Required Criteria Documentation form is shared with the program

administrator at the Closing Meeting, at which point the Program Administrator will be given a chance to respond in

writing directly on the Required Criteria form; OR choose not to respond during the site visit by checking the appropriate

box on the form; AND/OR provide additional contextual information to the NAEYC Academy as part of the Administrator

Evaluation of the Site Visit.

1.B.10 I-T-P-K Always O, PP

a Teaching staff never use threats or derogatory remarks and neither withhold nor

threaten to withhold food as a form of discipline. Yes No

Any instance of threats, derogatory (demeaning) remarks or the withholding of food as discipline will result in rating ‘No’

on this criterion. Having children experience logical consequences (such as missing snack if they choose not to eat with

the class) is not the same as threatening to withhold food. However, if a child is then unable to fully participate in the class

due to hunger, some food should be made available.

Evidence could include your program’s written discipline policy as communicated to staff and/or parents.

1.B.15 T-P-K Random O

Teaching staff talk frequently with children and listen to children with attention and respect. They…

a respond to children’s questions and requests. Yes No

b use strategies to communicate effectively and build relationships with every child. Yes No

c engage regularly in meaningful and extended conversations with each child. Yes No The experience of most of the children is assumed to be equivalent for every child unless there is evidence to the contrary.

1.C. – Helping Children Make Friends

1.C.02 T-P-K Random O

a Teaching staff support children’s development of friendships and provide opportunities

for children to play with and learn from each other. Yes No

Evidence could include: staff attempts to bring unengaged children into play, working with children to negotiate materials

or rules, or helping children express their feelings and emotions to each other. Evidence may also include schedules that

include multiple groupings and clean up times; and environments that provide for small (2 children) and larger groupings.

1.C.03 T-P-K Random O, CP

Teaching staff support children as they practice social skills and build friendships by helping them:

a enter into [play], Yes No

b sustain [play], and Yes No

c enhance play. Yes No Evidence includes staff who are trying to bring unengaged children into play, working with children to negotiate materials

or rules, or making play more complex.


Teaching staff assist children in resolving conflicts by helping them:

a identify feelings, Yes No

b describe problems, and Yes No

c try alternative solutions. Yes No Staff immediately solving conflicts for children without giving children a chance to resolve the issue first is considered as

negative evidence. Rate as ‘Yes’ if no evidence of conflicts is observed.


a Teaching staff guide children who bully, isolate, or hurt other children to learn and

follow the rules of the classroom. Yes No

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Rate as ‘Yes’ if no evidence of socially withdrawn children, victims or bullying is observed.


Teaching staff facilitate positive peer interaction for children who are

a socially reserved or withdrawn and Yes No

b for those who are bullied or excluded. Yes No Rate as ‘Yes’ if no evidence of socially withdrawn children, victims or bullying is observed.

1.D. – Creating a Predictable, Consistent, and Harmonious Classroom

1.D.01 I-T-P-K Always O, CP

Teaching staff counter potential bias and discrimination by…

a treating all children with equal respect and consideration. Yes No

b initiating activities and discussions that build positive self-identity and teach the

valuing of differences. Yes No

Evidence includes materials and books that portray children as unique individuals and show different cultures,

ethnicities, and backgrounds.

Two lesson plans on these topics could provide evidence for this practice.

Positive Self-Identity: a sense that one is a good and valued person based on some salient attributes that are

maintained over time, for example, “I am the fastest girl in my class” or “I am a good big brother” or “I am good

at doing puzzles”.

c intervening when children tease or reject others. Yes No Not Age

Rate ‘Not Age’ for infant classes. Rate as ‘Yes’ if no incidents of teasing or rejection occur during observation.

Acceptable evidence could be to show or describe how teachers intervene when children tease, name-call or reject

others.

d providing models and visual images of adult roles, differing abilities, and ethnic or

cultural backgrounds that counter stereotypical limitations. Yes No

Evidence may include diversity within the program itself, for example: a male teacher; staff and enrollment

reflecting multiple ethnicities; multiple languages spoken; enrollment of a child who uses a wheelchair. Classroom

materials do not generalize groups of people based upon ethnicity, gender, ability, geography, or age.

Acceptable evidence could be two models or visual images used within the classroom that show each of the

following:

Men and women in work, family, and personal roles;

Persons with differing abilities engaged in a wide array of physical, cognitive, and artistic abilities and

competencies;

Persons of different ethnic or cultural backgrounds engaged in activities that counteract stereotypical

limitations.

e avoiding stereotypes in language references. Yes No

Rate as ‘Yes’ if no instances of stereotypical language are observed. Evidence for avoiding stereotypes in language

references may include providing equal opportunities for all children to discuss and participate in leadership roles,

and in activities such as dramatic play where children may choose to participate in non-stereotypical roles.

References to age, sex, religion, race, ability, etc. should be used only if they are relevant and not in a way the

negatively “labels” individuals or groups of people. Written evidence may include policies in the staff and/or

parent handbooks regarding language used in the classroom, and/or how to choose materials for the program,

lesson plans, pictures and in-service or staff meeting notes or minutes.

1.D.02 T-P-K Random O, CP

Teachers provide children opportunities to develop the classroom community through participation in decision

making about classroom

a rules, Yes No NoOpp

b plans, and Yes No NoOpp

c activities. Yes No NoOpp

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Practices for meeting this criterion could include labeling and discussing classroom rules and schedules or offering

children choices in selecting areas or materials in which to play.

1.D.03 T-P-K Random O

a Teaching staff anticipate and take steps to prevent potential behavior problems. Yes No

Rate as ‘Yes’ if no behavior problems are observed.


Teachers help children talk about

a their own and Yes No NoOpp

b others’ emotions. Yes No NoOpp

They provide opportunities for children to

c explore a wide range of feelings and the different ways that those feelings can be

expressed. Yes No NoOpp

Evidence includes books, posters, lesson plans, materials and conversation.


Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children.

They

a model turn taking and sharing as well as caring behaviors. Yes No

Modeling can be staff-to-staff or staff-to-child interactions.

b help children negotiate their interactions with one another and with shared materials. Yes No

c engage children in the care of their classroom. Yes No

d ensure that each child has an opportunity to contribute to the class. Yes No

e encourage children to listen to one another. Yes No

f encourage and help children to provide comfort when others are sad or distressed. Yes No NoOpp

Rate as ‘NoOpp’ if no children are observed to be sad or distressed.

g use narration and description of ongoing interactions to identify pro-social behaviors. Yes No

1.E. – Addressing Challenging Behaviors

1.E.03 T-P-K Random O

Rather than focus solely on reducing the challenging behavior, teachers focus on …

a teaching the child social, communication, and emotional regulation skills and Yes No NoOpp

Rate Indicator a as “NoOpp” if no challenging behaviors are observed.

Rate as “No” if teachers fail to respond to challenging behavior; or respond to challenging behavior with negative

verbal directives (“No yelling!”, “Stop pushing him!”), or suppress the behavior without attempting to teach

alternative behavior. Note that some challenging behavior (such as whining) may be deliberately ignored until an

opportunity arises to positively reinforce alternate behavior.

b using environmental modifications, activity modifications, adult or peer support,

and other teaching strategies to support the child's appropriate behavior. Yes No

Rate Indicator b ‘Yes’ or ‘No’ regardless of whether challenging behavior is observed. Look for preventive

strategies such as control of number of children in a learning center; well-arranged centers with well-marked

boundaries, classroom rules and routines; and use of group projects and cooperative games to promote a cohesive

social environment.

Definition of challenging behavior: “Challenging behavior is any behavior that (1) interferes with children’s learning,

development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a child at high risk for

later social problems or school failure.” (Kaiser & Rasminsky, Challenging Behavior in Young Children (2nd

Ed.),

Pearson Education Inc., 2007, p. 8).

Examples of challenging behavior: Physical aggression (hitting, biting, shoving, whacking with toys), relational

aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or

observe classroom rules.

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Rate entire criterion ‘NoOpp’ if no challenging behaviors are observed. No

Opp Check to rate entire

criterion as

NoOpp

Teaching staff respond to a child’s challenging behavior, including physical aggression, in a manner

that

a provides for the safety of the child. Yes No

b provides for the safety of others in the classroom. Yes No

c is calm. Yes No

d is respectful to the child Yes No

e provides the child with information on acceptable behavior. Yes No Definition of challenging behavior: “Challenging behavior is any behavior that (1) interferes with children’s

learning, development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a

child at high risk for later social problems or school failure.” (Kaiser & Rasminsky, Challenging Behavior in

Young Children (2nd

Ed.), Pearson Education Inc., 2007, p. 8).


aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows

directions or observe classroom rules.

1.F. – Promoting Self-Regulation

1.F.01 T-P-K Random O

Teaching staff actively teach children

a social, Yes No

b communication, and Yes No

c emotional regulation skills. Yes No Look for teacher interactions with children about learning concepts. Rate as ‘Yes’ if children exhibit social,

communication and emotional regulation skills.


Teaching staff help children manage their behavior by guiding and supporting children to…

a persist when frustrated. Yes No

b play cooperatively with other children. Yes No

c use language to communicate needs. Yes No

d learn turn taking. Yes No

e gain control of physical impulses. Yes No

f express negative emotions in ways that do not harm others or themselves. Yes No

g use problem-solving techniques. Yes No

h learn about self and others. Yes No It is very important to watch for missed opportunities, otherwise rate these indicators as ‘Yes’ by default. In addition, rate

as ‘Yes’ if no negative emotions or frustration are observed.

Standard 2 – Curriculum

2.A. – Curriculum: Essential Characteristics

2.A.07 I-T-P-K Random O, CP

The curriculum guides the development of a daily schedule that is predictable yet flexible and responsive to

individual needs of the children. The schedule

a provides time and support for transitions. Yes No NoOpp

b includes both indoor and outdoor experiences. Yes No NoOpp

c is responsive to a child’s need to rest or be active. Yes No NoOpp

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“Rest” includes, but is not limited to, scheduled napping times in programs that offer them. “Rest” may also

include opportunities for children to quietly rest in a soft and/or semi-private area that is away from active, noisy,

or busy areas of the classroom. Examples include a quiet reading/puzzle area, cozy corner/nook, or other

intentionally provided space/time for the purpose of resting or engaging in quiet play.

A purchased curriculum product is not required. A program may choose to develop its own curriculum. However,

programs do need to have a clear, written curriculum framework.


Materials and equipment used to implement the curriculum reflect the lives of the children and families as well

as the diversity found in society including:

a gender [diversity], Yes No

Gender diversity evidence may include men and women in nontraditional roles. For example, men and women are

equally capable.

b age [diversity], Yes No

Non-stereotypical evidence may include, but is not limited to, conversations and materials that demonstrate older

and younger people doing the same jobs and/or a variety of jobs (e.g., not all old people are grandparents),

photographs, stories about younger/older siblings or class books that describe events/ projects that the class has

attended at local elementary or high schools.

c language [diversity], and Yes No

Language diversity can include bilingual labels in the classroom, bilingual communication, multilingual music

selections, and use of sign language.

d [diversity of] abilities. Yes No

Diversity in ability refers to range of ability, including but not limited to disability.

a-d Rate as ‘Yes’ if at least one example of each type of diversity (gender, age, language, abilities) is seen during

observation or in written evidence.

Materials and equipment…

e provide for children’s safety while being appropriately challenging. Yes No

Review activities with consideration to developmental stage of the children and the appropriateness of the

activities.

f encourage exploration, experimentation and discovery. Yes No

g promote action and interaction. Yes No

For infants look for busy boxes; for older children look for materials that promote trial and error, necessity of

more than one child to make it work, or communication devices like telephones.

h are organized to support independent use. Yes No

i are rotated to reflect changing curriculum and accommodate new interests and skill

levels. Yes No NoOpp

In addition to addressing changing curriculum, evidence should show or describe how teachers change classroom

materials or equipment when children’s skill levels change over time.

j are rich in variety. Yes No

k accommodate children’s special needs. Yes No N/A

Accommodations for special needs are specific to individual children. Rate ‘N/A’ if no children with special needs

are currently enrolled or if the identified special needs in the class do not require material and equipment

accommodation.

Special needs can be physical or mental health conditions that require special education services such as early

intervention or individualized supports. Special needs can also arise from adverse life conditions (such as poverty

or family stress) that call for social services, supports, or monitoring.

“Materials” can include 2- and 3-dimensional displays in the learning environment.

2.A.10 T-P-K Random O, CP

The curriculum guides teachers to incorporate content, concepts, and activities that foster:

a social [development], Yes No

b emotional [development], Yes No

c physical [development], Yes No

d language [development], and Yes No

e cognitive development and Yes No

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f integrate key areas of content including literacy, mathematics, science, technology,

creative expression and the arts, health & safety, and social studies. Yes No

Rate “Yes” if evidence for at least 3 of the 7 key areas of content is observed. All areas must be addressed in the

classroom portfolio to rate yes. Technology is defined broadly to include knowledge and use of tools and machines.

Included are computers, video, cameras, and other forms of high technology, as well as simple tools like gears,

wheels and levers.

Two daily, weekly or monthly lesson plans that include content and concepts related to all of these cognitive

development content areas could provide evidence for this indicator.

Examples of social studies topics: family, friends, community, social roles, geography, money, business,

governments.

Evidence includes observed activities, materials, written plans and other documentation that may be present in the

classroom or other learning spaces used by the class.

Examples of other learning spaces: playgrounds, computer rooms, libraries, gyms or other gross motor space.

A purchased curriculum product is not required. A program may choose to develop its own curriculum but programs do

need to have a clear, written curriculum plan.


The schedule

a provides children learning opportunities, experiences, and projects that extend over the

course of several days and incorporates time for Yes No

b play, Yes No

Play is characterized by children's active engagement and enjoyment and their ability to determine how the activity

is carried out. Teaching staff are expected to encourage and facilitate active play involving physical movement as

well as pretend or dramatic play. Children are expected to have opportunities to play individually and with peers.

c creative expression, Yes No

d large-group, Yes No

e small-group, and Yes No

f child-initiated activity. Yes No Evidence could include a written schedule or, if these things occur during an observation credit is given.

2.A.12 P-K Random O, CP

a The curriculum guides teachers to plan for children’s engagement in play (including

dramatic play and blocks) that is integrated into classroom topics of study. Yes No NoOpp

“Topics of Study” refers to the content of a planned curriculum, for example, seasons, farm animals, places in our

neighborhood, etc. Look for evidence that materials and experiences include things specific to topics of study.

Play is characterized by children’s active engagement and enjoyment and their ability to determine how the activity is

carried out. Teaching staff are expected to encourage and facilitate active play involving physical movement as well as

pretend or dramatic play. Children are expected to have opportunities to play individually and with peers.

2.B. – Areas of Development: Social-Emotional Development


Children have varied opportunities to engage throughout the day with teaching staff who

a are attentive and responsive to them. Yes No

Rate as ‘Yes’ UNLESS there are clear missed opportunities for staff to be attentive and responsive to the children.

b facilitate their social competence. Yes No

c facilitate their ability to learn through interacting with others. Yes No

b-c Examples of this may be lesson plans, discussions, and teacher-assisted large and small group opportunities.


Children have varied opportunities to recognize and name

a their own and Yes No NoOpp

b others’ feelings. Yes No NoOpp

For infants, evidence includes teachers who recognize and name babies’ feelings.

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a Children have varied opportunities to learn the skills needed to regulate their emotions,

behavior and attention. Yes No NoOpp

Rate as ‘NoOpp’ if no opportunities for emotional regulation (positive or negative) are observed. Evidence includes

children who are not “in trouble” when they get upset, break rules or are unfocused. Rather, when negative emotions are

present, children are helped to calm down, talk about the rules and become more focused. For infants, consider emotion

only, for example, if children are helped to calm down.

2.B.04 I-T-P-K Always O

a Children have varied opportunities to develop a sense of competence and positive

attitudes toward learning, such as persistence, engagement, curiosity, and mastery. Yes No

For infants, evidence includes signs of engagement and curiosity.


a Children have varied opportunities to develop skills for entering into social groups,

developing friendships, learning to help, and other pro-social behavior. Yes No

This criterion is about opportunities, not staff support with social skills. Evidence includes schedules that include multiple

groupings and clean up times, and for environments that provide for small (2 children) and larger groupings.


Children have varied opportunities to

a interact positively, respectfully, and cooperatively with others. Yes No

b learn from and with one another. Yes No

c resolve conflicts in constructive ways. Yes No

Rate ‘Yes’ if there are no opportunities to observe conflict resolution.


a Children have varied opportunities to learn to understand, empathize with, and take

into account other people’s perspectives. Yes No NoOpp

Includes how well children get along in general. Opportunities for toddlers/twos could include things such as teachers’

labeling of children’s emotions or simple books or pictures that display or describe different emotions. Preschool and

kindergarten children could be helped to understand the feelings of other children or encouraged to write a note to a sick

friend.

2.C. – Areas of Development: Physical Development

2.C.03 T-P-K Random O, CP

a Children are provided varied opportunities and materials that support fine-motor

development. Yes No

Varied means two or more. “Fine motor development” refers to the improvement of small muscle movements (usually in

the fingers) that enable such functions as writing, grasping small objects, and fastening clothing.

2.C.04 P-K Random O, CP

Children have varied opportunities and are provided equipment to engage in large motor experiences that:

a stimulate a variety of skills. Yes No

b enhance sensory-motor integration. Yes No

c develop controlled movement (balance, strength, coordination). Yes No

d enable children with varying abilities to have large-motor experiences similar to those

of their peers. Yes No

e range from familiar to new and challenging. Yes No

Examples of new and challenging physical games: traffic cone bike course, impromptu obstacle courses, sprinklers.

f help them learn physical games with rules and structure. Yes No NoOpp

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2.C.04 P-K Random O, CP

Games with rules and structure include turn-taking and other expected behaviors (for example, Hokey Pokey or

Simon Says or an activity invented by the children themselves). Evidence for this indicator may also be seen in

lesson plans or photos, or indicated by game equipment such as bean bags, bowling sets, or hopscotch squares.

Rate as ‘NoOpp’ if no large motor activity is observed.

Large motor experiences may include indoor and outdoor opportunities.

2.D. – Areas of Development: Language Development

2.D.02 I-T-P-K Random O, FS, TS, CP

a Children are provided opportunities to experience oral and written communication in a

language their family uses or understands. Yes No

If English is the only language spoken by families rate as ‘Yes’.

2.D.03 I-T-P-K Random O

Children have varied opportunities to develop competence in verbal and non verbal-communication by…

a responding to questions. Yes No Not Age

Rate ‘Not Age’ for infant classes.

b communicating needs, thoughts and experiences. Yes No

c describing things and events. Yes No

For infants and toddlers, the development of competence includes adults’ narration of things and events.

2.D.04 I-T-P-K Random O, CP

Children have varied opportunities to develop vocabulary through

a conversations, Yes No

b experiences, Yes No

c field trips, and Yes No NoOpp

Field trips include walks.

d books. Yes No Evidence includes children’s access to age-appropriate books and field trips or other experiences with follow-up activities

that explore what was seen, for example, exploring leaves collected or worms observed in the play yard or on a

neighborhood walk, trips to see (or visits from) farm and zoo animals, or visits with community service workers such as

police or fire fighters. Other evidence might include dictated stories and documentation boards about children’s

experiences.

2.D.06 P-K Random O, CP

Children have varied opportunities and materials that encourage them to have discussions to solve problems

that are

a interpersonal and Yes No

Interpersonal = interactions between children or between staff and children.

b related to the physical world. Yes No

Physical world =discussions surrounding problem solving with everyday objects. The intent is to help children talk through their thoughts and feelings to solve problems with others and with the physical

world. Opportunities include staff providing guidance on appropriate emotions. Watch for missed opportunities. Rate on

interactions among children and/or between children and staff.

2.E. – Curriculum Content Area for Cognitive Development: Early Literacy

2.E.03 T-P-K Random O, CP

Children have opportunities to become familiar with print. They are actively involved in making sense of print,

and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the

classroom:

a Items belonging to a child are labeled with his or her name. Yes No

Acceptable evidence could show or describe 2 examples of how teachers do this.

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b Materials are labeled. Yes No

c Print is used to describe some rules and routines. Yes No

Hand washing instructions count if they are developmentally appropriate and posted where children can see them.

d Teaching staff help children recognize print and connect it to spoken word. Yes No

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2.E.04 P-K Always O, CP

Children have varied opportunities to

a be read books in an engaging manner in group or individualized settings at least twice

a day in full-day programs and at least once daily in half-day programs. Yes No

Posted schedule may be used as evidence of 2 reading periods. Programs that end at or before 3 PM daily are

considered half-day programs for the purpose of assessing this indicator. If there is a reading center and scheduled

free choice time or reading center time, count as one reading time.

b be read to regularly in individualized ways including one-to-one or in small groups of

two to six children. Yes No NoOpp

The intent is that children have opportunities to be read to that are not just in big groups or on their own; and that

they have a chance to interact with the story and ask questions. Evidence may include posted schedules, pictures,

as well as observation. Rate no if children access books but staff do not read individually, rate ‘NoOpp’ if books

are not accessed by individuals during the observation or no small group reading is observed.

c explore books on their own and have places that are conducive to the quiet enjoyment

of books. Yes No

d have access to various types of books including storybooks, factual books, books with

rhymes, alphabet books, and wordless books. Yes No

At least 2 examples of each type of book listed (storybooks, factual books, rhyming, alphabet and wordless) must be

seen. “Wordless” books include books with few words in which information or narrative is conveyed primarily

through imagery.

e be read the same book on repeated occasions. Yes No NoOpp

Two lesson plans across days or weeks can provide evidence that books are read repeatedly.

f retell and reenact events in storybooks. Yes No NoOpp

g engage in conversations that help them understand the content of the book. Yes No NoOpp

Rate ‘NoOpp’ if no book is read during observation.

Conversation: Mutual listening and talking, done in turn, between two or more people, about a common topic of

interest.

h be assisted in linking books to other aspects of the curriculum. Yes No

Acceptable evidence could be 2 lesson plans showing how books are linked to other curriculum activities.

i identify the parts of books and differentiate print from pictures. Yes No NoOpp

If children are read a story, you must see some evidence of this to rate as ’Yes’. Rate as ‘NoOpp’ if no book is read

during observation.

2.E.05 P-K Random O, CP

Children have multiple and varied opportunities to write:

a Writing materials and activities are readily available in art, dramatic play, and other

learning centers. Yes No

Learning centers include any area of the classroom or outdoor play area arranged to promote children’s learning,

for example, the art area, book corner, block area, or dramatic play center. Writing materials must be present in at

least two learning centers.

b Various types of writing are supported, including scribbling, letter-like marks, and

developmental spelling. Yes No NoOpp

c Children have daily opportunities to write or dictate their ideas. Yes No NoOpp

d Children are provided needed assistance in writing the words and messages they are

trying to communicate. Yes No NoOpp

Children are given the support they need to write on their own, including access to the

e alphabet and Yes No NoOpp

f to printed words about topics of current interest, Yes No NoOpp

both of which are made available at eye level or on laminated cards.

g Children see teaching staff model functional use of writing and are helped to discuss

the many ways writing is used in daily life. Yes No NoOpp

Page 14 of 55


2.E.07 P-K Random O, CP

Children are given opportunities to

a recognize and Yes No

b write letters. Yes No

2.E.08 P-K Random O

Children have access to

a books [throughout the classroom] and Yes No

b writing materials [throughout the classroom] Yes No

throughout the classroom. Look for books and writing materials in at least two areas of the classroom, do not include centers specific to reading and

writing.

2.E.09 K Random O, CP

Kindergarteners have varied opportunities to learn to read familiar

a words, Yes No

b [familiar] sentences, and Yes No

c simple books. Yes No


Kindergartners are encouraged to identify phonemes in words through varied activities, including

a writing and Yes No NoOpp

b games. Yes No NoOpp

A phoneme is an individual sound within a spoken word. For example, the word “cat” is made up of 3 phonemes -- the /k/,

/ah/ and /t/ sounds.


a Each kindergartner is encouraged to write independently each day. Yes No Rate as ‘Yes’ if children are given the opportunity to write daily even if children do not choose to do so. Evidence may

include schedules indicating journal time, a writing center, or writing materials available throughout the classroom.

2.F. – Curriculum Content Area for Cognitive Development: Early Mathematics

2.F.02 T-P-K Always O, CP

a Children are provided varied opportunities and materials to build an understanding of

numbers, number names, and their relationship to object quantities and to symbols. Yes No

Evidence includes (but is not limited to):

Toddlers/Twos – teaching staff count, for example, when giving napkins to a small group of children; simple number

books are provided

Preschool – children count, the following items are accessible to children and organized for their use: number puzzles,

books, matching games and counting bears.

Kindergarteners – children count, in addition to those for preschool there are also items such as calendars and rulers or

measuring tapes accessible to children and organized for their use.

For evidence, teachers could provide at least 2 examples illustrating each of these: number concept, numerals, number

words, and object quantity.

Examples of opportunities for learning number concept: Teachers counting out-loud, children counting, books, games, use

of manipulatives, sequencing.

Numerals are the symbolic representations of quantity (e.g., 1, 2, 3…) or position (1st, 2

nd, 3

rd…).

Number words are the language representations of quantity (e.g., one, two, three…) or position (first, second, third…).

Object quantity is the understanding of the measurable properties of objects. (e.g., how many of something, how much

something weighs, or how much time has passed.)

2.F.03 T-P-K Random O, CP

Page 15 of 55


2.F.03 T-P-K Random O, CP

a Children are provided varied opportunities and materials to categorize by one or two

attributes such as shape, size, and color. Yes No

Evidence may include such things as manipulative materials (e.g. counting bears, sea shells lesson plans, curriculum

webs, photographs, sorting bins, and classroom graphs or charts).


a Children are provided varied opportunities and materials that encourage them to

integrate mathematical terms into everyday conversation. Yes No

Examples of mathematical terms: more, less, big, little, longer, round, square, add, plus, inch, measure, take away, equals,

volume, mass, how many, five, first.

2.F.05 P Random O, CP

Children are provided varied opportunities and materials that help them understand the concept of measurement

by using

a standard and Yes No

Evidence includes such things as rulers, yard sticks, tape measures, measuring cups and spoons, and displays of

measurements of children’s heights.

b non-standard units of measurement. Yes No

Evidence includes use of things such as unit blocks, rods, counting manipulatives, squirt bottles, pitchers, or

displays of cutouts of children’s feet used to count as units of measurement.

2.F.06 P-K Random O, CP

a

Children are provided varied opportunities and materials to understand basic concepts

of geometry by, for example, naming and recognizing two- and three-dimensional

shapes and recognizing how figures are composed of different shapes.

Yes No

Evidence may include lesson plans; a classroom materials list; posters and other displays of shapes; unit blocks, legos,

and other geometric play materials.


a Children are provided varied opportunities to build an understanding of time in the

context of their lives, schedules, and routines. Yes No

Evidence may include such things as dramatic play props or authentic materials (clocks, watches, stop watches, timers),

developmentally appropriate class schedules posted, curriculum webs, or lesson plans. Staff conversation with children

about time or routine is evidence of opportunity.


a Children are provided varied opportunities and materials that help them recognize and

name repeating patterns. Yes No

Repeating patterns are sequences of colors, shapes, sounds or other attributes that occur again and again. Evidence

includes such things as: clapping or beating a drum LOUD-LOUD-SOFT; lining up blocks in repeating color or shape

sequences; learning dance steps; using an abacus or playing Connect 4.

Two lesson plan examples involving pattern recognition could provide acceptable evidence of this practice.

2.F.09 K Random O, CP

Kindergarteners are provided varied opportunities and materials to use

a standard [units of measurement] and Yes No

Evidence includes things such as rulers, yard sticks, tape measures or displays of measurements of children’s

height.

b nonstandard units of measurement, and Yes No

Evidence includes use of things such as unit blocks, rods, counting manipulatives, or displays of cutouts of

children’s feet used to count as units of measure.

c to assign numerical values to measurements. Yes No Graphing or other documentation of measurements would also serve as evidence.

Evidence could take the form of two lesson plans in which kindergartners make and record measurements of things.


Page 16 of 55



Kindergartners are provided varied opportunities and materials to

a create [repeating and growing patterns], Yes No NoOpp

b represent [repeating and growing patterns], Yes No NoOpp

c discuss [repeating and growing patterns], and Yes No NoOpp

d extend repeating and growing patterns. Yes No NoOpp

In a repeating pattern, a certain sequence of colors, shapes, sounds or other elements is repeated again and again, for

example, circle, circle, square, circle, circle, square. Growing patterns change from one value to another in a predictable

manner, for example, stacks of 2 blocks, 4 blocks, and 6 blocks (“add 2” is the pattern). Evidence may include classroom

materials such as beads, blocks, counting cubes, lesson plans, photographs, curriculum webs, classroom materials list,

and displays. The clapping song “Bingo” is an example of a growing pattern.


a Kindergartners are provided varied opportunities and materials that encourage them to

use written mathematical representations in everyday experiences. Yes No

Evidence includes such things as flashcards, calendars, or math being applied to daily routines or daily messages.


a

Kindergartners are provided varied opportunities and materials to use numerical

symbols and to explore operations on quantities, such as adding, taking away, and

dividing into equal and unequal subsets.

Yes No

Evidence may include lesson plans, photographs, flashcards and other classroom materials. Conversations regarding

these concepts can be evidence of opportunity. Evidence MUST include reference to numerical symbols (1, 2, 3) and

numerical operators ( + x ).


a Kindergartners are provided varied opportunities and materials that introduce them to

conventional tools for understanding time such as a calendar and a clock. Yes No

Materials MUST include two or more conventional tools for understanding time such as clocks, calendars, watches, stop

watches, and timers. Evidence may also include lesson plans, displays, or photographs that refer to these conventional

tools.

2.G. – Curriculum Content Area for Cognitive Development: Science

2.G.02 P-K Random O, CP

Children are provided varied opportunities and materials to learn key content and principles of science such as

a the difference between living and non-living things (e.g., plants versus rocks) and life

cycles of various organisms (e.g., plants, butterflies, humans). Yes No

b earth and sky (e.g., seasons; weather; geologic features; light and shadow; sun, moon

and stars). Yes No

c

structure and property of matter (e.g., characteristics that include concepts such as hard

and soft, floating and sinking) and behavior of materials (e.g., transformation of liquids

and solids by dissolving or melting).

Yes No

Exploration of sound (loud/soft), speed (fast/slow), magnets, or light and shadows is also considered evidence.

Matter is defined as the substance of which a physical object is composed.

Examples of matter: wood, dirt, rock, cork, water, oil, flesh.

Evidence could take the form of 2 lesson plans exploring the structure and property of matter, including how

different materials behave.


a Children are provided varied opportunities and materials that encourage them to use

the five senses to observe, explore, and experiment with scientific phenomena. Yes No

Page 17 of 55



Evidence related to at least 3 out of the 5 senses should be observed in order to give credit.


a Children are provided varied opportunities to use simple tools to observe objects and

scientific phenomena. Yes No

Simple tools include materials such as bug boxes, binoculars, magnifying glasses, gears, levers and can be many other

tools as well.


Children are provided varied opportunities and materials to

a collect data and to Yes No

b represent and document their findings (e.g., through drawing or graphing). Yes No The process of data collection and documentation is inherently scientific; the subject matter of what is collected and

documented does not have to refer to science topics such as biology or physics.


a Children are provided varied opportunities and materials that encourage them to think,

question, and reason about observed and inferred phenomena. Yes No

Evidence includes such things as science experiments and materials that encourage children to ask “What would happen

if” questions.

2.G.07 P-K Random O

a Children are provided varied opportunities and materials that encourage them to

discuss scientific concepts in everyday conversation. Yes No

Scientific concepts include things such as life cycles of organisms; structure and property of matter (hard, soft;

floating/not floating; transformation of liquids and solids); speed; weather, seasons, time; light and shadow. Credit should

be given for provision of materials that encourage conversations that involve topics such as these as well as for evidence

of children’s conversations about these topics in the classroom portfolio.

Page 18 of 55



a Children are provided varied opportunities and materials that help them learn and use

scientific terminology and vocabulary associated with the content areas. Yes No

Evidence may include such things as photographs, books, lesson plans, labeling of classroom materials, materials lists,

and curriculum webs. Conversations that include use of scientific terminology (e.g., melt, freeze, hot, cold, sink, float,

earth, insect, life, seed, weather) can be evidence of opportunity.

2.H. – Curriculum Content Area for Cognitive Development: Technology

2.H.01 T-P-K Random O, TS

a The use of passive media such as television, film, videotapes, and audiotapes is limited

to developmentally appropriate programming. Yes No

Rate ‘Yes’ if no use of passive media is observed.

The intent of this criterion is that these types of media be selected with intentionality and that they are used to expand,

enrich, and implement the overall goals and curriculum. Other examples of media include: DVDs, digital music files,

CDs, etc.

2.H.02 P-K Random O

All children have opportunities to access technology (e.g., tape recorders, microscopes, computers) that they

can use

a by themselves. Yes No

b collaboratively with their peers. Yes No

c with teaching staff or a parent. Yes No Technology is defined broadly to include knowledge and use of tools and machines, not simply computers and other forms

of high technology but also things such as tape recorders, cameras, and video as well as simple tools like gears, wheels,

and levers. Technology can be used too by teachers or children, and includes use of technology in dramatic play (e.g.,

disconnected computer keyboard).

2.H.03 P-K Random O, CP

Technology is used to

a extend learning within the classroom. Yes No

Technology seen in shared program spaces can be understood to “extend learning within the classroom” if it is

intended for use by children.

b integrate and enrich the curriculum. Yes No Technology is defined broadly to include knowledge and use of tools and machines, not simply computers and other forms

of high technology but also things such as tape recorders, cameras, and video as well as simple tools like gears, wheels,

and levers. Technology can be used too by teachers or children, and includes use of technology in dramatic play (e.g.,


Technology is defined as equipment and machinery developed from scientific knowledge.

Examples: hand tools, microscopes, computers, clocks, keys, plumbing, wagons.

Evidence could include 2 lesson plans in which technology is used to integrate and enrich the learning experience.

2.J. – Curriculum Content Area for Cognitive Development: Creative Expression and Appreciation for the Arts

2.J.01 I-T-P-K Random O, CP

Rate each indicator as ‘Yes’ if at least one opportunity in that indicator includes an element of cultural diversity.

Children are provided varied opportunities to gain appreciation of

a art [in ways that reflect cultural diversity], Yes No

Evidence can include posters, sculptures, art supplies, art projects. Crayons that represent varying skin tone do not

need to say “multi-cultural” on them in order to receive credit. Examples could include making art specific to a

culture, discussing and viewing art from different cultures, and books that include art from across the world.

Evidence could take the form of two lesson plans that help children appreciate visual arts from different cultures.

Examples of visual arts: painting, drawing, sculpture, photos, mask-making, fabric arts, basketry, architecture.

b music [in ways that reflect cultural diversity], Yes No

Evidence can include songs, CDs, tapes, musical instruments.

c drama [in ways that reflect cultural diversity], and Yes No

Page 19 of 55


2.J.01 I-T-P-K Random O, CP

Drama is defined in the broadest sense and includes dramatic play or pretend play (ex. Block people, foods in

housekeeping, etc.).

Dramatic arts: Arts created for the purpose of public performance.

Examples of dramatic arts: acting (including dress-up), puppetry, musical recital, mime.

d dance [in ways that reflect cultural diversity], Yes No NoOpp

Rate as ‘NoOpp’ unless evidence of culturally diverse dance is seen on a schedule, is posted as a picture, if there

are props, or if dancing occurs during the observation. Evidence can include, clapping or swaying, pictures of

dancers, or dance props/scarves that may reflect varying cultures. Materials should be grouped or utilized in such

a way that it promotes exploration of dance in diverse ways.

in ways that reflect cultural diversity. Opportunities include access to materials. Look for evidence of art, music, drama and dance and at least one

representation of cultural diversity for each (art, music, drama, dance).

2.J.04 T-P-K Random O, CP

Children are provided varied opportunities to learn new concepts and vocabulary related to

a art, Yes No

Evidence of opportunities can include posters, sculptures, art supplies, art projects. Examples of concepts and

vocabulary can include vocabulary/concepts such as “texture”“smooth”, “bumpy”, “media”, “paint”,

“sculpture”, “collage”, “brushes”, “watercolors”, “clay”, “Picasso”, “DaVinci”.

b music, Yes No

Evidence of opportunities can include songs, CDs, tapes, musical instruments. Examples of vocabulary/concepts

include “tempo”, “musician”, “rhythm”, “jazz”, “classical”, “reggae”, “instruments”, “drum”, “flute”, “Bach”,

“Raffi”, “Bob Marley”.

c drama, and Yes No

Drama includes dramatic or pretend play. Drama is defined in the broadest sense and includes dramatic or pretend

play (ex. doll house people, foods in housekeeping, lawn mowers). Examples of opportunities include props for

dramatic play, puppets or a puppet stage. Examples of vocabulary/concepts include “pretend”, “imagine”,

“emotions”, “act”, “make believe”.

d dance. Yes No

Evidence of opportunities can include dance CDs, dance tapes, clapping or swaying, pictures of dancers, scarves

or other dance props. Examples of vocabulary/concepts include “movements” “slide”, “jump”, ”wiggle”,

“ballet”, “tap”, “roll”, “float”, “Swan Lake”.

Conversations and lesson plans about these things can be evidence of opportunity. Varied means two or more for each

indicator.

2.J.05 T-P-K Random O, CP

a Children are provided varied opportunities to develop and widen their repertoire of

skills that support artistic expression (e.g., cutting, gluing, and caring for tools). Yes No

Conversations about these things can be evidence of opportunities. Varied means two or more. Evidence may include

scissors, play dough, clay, tools, painting, glue, lesson plans, art projects, lists of materials, clean-up routines.

Page 20 of 55


2.J.06 P- K Random O, CP

Children are provided many and varied open-ended opportunities and materials to express themselves

creatively through

a music, Yes No

Evidence can include songs, CDs, tapes, musical instruments.

b drama, Yes No

Drama is defined in the broadest sense and includes dramatic or pretend play (ex. block people, foods in

housekeeping, etc.).

c dance and Yes No

Evidence can include dance CDs, tapes, clapping or swaying, pictures of dancers, scarves or other dance props.

d two- and three-dimensional art Yes No

Evidence can include posters, sculptures, art supplies, art projects, lesson plans. Evidence must include one

example of each type of art.

Conversations about these things can be evidence of opportunity. Varied means two or more. The intent of this criterion is

that children have time and materials to openly explore these activities. Evidence can include a schedule that provides

time for children to work with materials in a way that is not designed to achieve a specific product or goal.

2.J.07 P-K Random O, CP

Children have opportunities to respond to the art of

a other children and Yes No

b adults. Yes No NoOpp

Evidence may include: Conversations, lesson plans, individual child sharing time, posters/books about famous artists or

invitations/interactions with local artists.

2.K. – Curriculum Content Area for Cognitive Development: Health and Safety

2.K.01 T-P-K Random O, CP

a

Children are provided varied opportunities and materials that encourage good health

practices such as serving and feeding themselves, rest, good nutrition, exercise, hand

washing, and tooth brushing.

Yes No NoOpp

“Varied” means two or more. Look for two or more examples of different health practices, such as exercise AND

nutrition. Conversations about these things can be evidence of opportunity. Evidence may include such things as books,

posters, lesson plans, posted schedules, and materials that address the benefits of good health practices.


Children are provided varied opportunities and materials to help them learn about nutrition, including

a identifying sources of food and Yes No NoOpp

b recognizing, Yes No NoOpp

c preparing, Yes No NoOpp

d eating, and Yes No NoOpp

e valuing healthy foods. Yes No NoOpp

Conversations about these things can be evidence of opportunity. “Varied” means two or more. Evidence may include

such things as posted menus, lesson plans, books, posters, play foods, field trips to agricultural farms/orchards, growing a

vegetable garden, etc.


Children are provided varied opportunities and materials that increase their awareness of safety rules in their

a classroom, Yes No

“Classroom” here includes shared outdoor and indoor program spaces used by classes on a regular basis.

b home, and community. Yes No

Page 21 of 55



Materials must be presented in a developmentally appropriate manner to give credit. Evidence of safety rules includes

things such as procedures to follow in fire, hurricane, or earthquake drills that may be followed in the classroom and/or at

home, and safety procedures relevant to the community (such as preparing for a hurricane in a coastal community).

Additional evidence includes visits from community helpers, and materials such as books, pretend stop signs and lights,

and community helper figures.

2.K.04 T-P-K Random O, PP

a Children have opportunities to practice safety procedures. Yes No Evidence of opportunities to practice safety procedures includes things such as fire, hurricane, or earthquake drills or

crossing a street safely. Evidence also includes daily safety procedures such as staying clear of swings and using “walking

feet” in halls and on stairs.

2.L. – Curriculum Content Area for Cognitive Development: Social Studies

2.L.01 I-T-P-K Random O, CP

Children are provided varied learning opportunities that foster positive identity and an emerging sense of

a self and Yes No

Evidence may include self portraits, family pictures, “all about me” books/activities, dramatic play props that

reflect the cultural backgrounds of the children, displays/posters celebrating differences, etc. For infants look for

mirrors and opportunities for self exploration.

b others. Yes No

Evidence may include team/group activities, job/responsibility charts, books and props that are reflective of the

community, ie: post office, grocery store, fire department, etc.

Conversations, books, and lesson plans addressing positive identity of self and others can be evidence of opportunity.

“Varied” means two or more.

2.L.02 T-P-K Random O, CP

a Children are offered opportunities to become a part of the classroom community so

that each child feels accepted and gains a sense of belonging Yes No

Evidence includes such things as lesson plans, job/responsibility charts, names on displays/artwork, activities that provide

opportunities for all children to participate fully. Children have opportunities to provide input to determine materials,

themes, and/or activities in the classroom.


Rate each indicator as ‘Yes’ if at least one opportunity in that indicator includes a non-stereotypical example. “Varied”

means two or more.

Children are provided varied opportunities and materials to build their understanding of diversity in

a culture [in non-stereotypical ways], Yes No

Evidence may include, but is not limited to, conversations, books, posters, and other materials that demonstrate

people of various cultures in non-stereotypical representations.

b family structure [in non-stereotypical ways], Yes No

Non-stereotypical evidence may include but is not limited to recognition of variations in family structure (ex.

Photographs of children’s families, etc).

Examples of family structures: nuclear families, single-parent family, extended family, childless family, step-family,

grandparent family, and families including adopted members, same-sex spouses, unwed partners, teen-aged

parents.

c ability [in non-stereotypical ways], Yes No

Diversity in ability refers to range of ability, including but not limited to disability.

d language [in non-stereotypical ways], Yes No

Language diversity can include bilingual labels in the classroom, bilingual communication, multilingual music

selections, and use of sign language. Credit for one “opportunity” can be given if no instances of stereotypical

language are observed. Evidence for avoiding stereotypes in language references may include providing equal

opportunities for all children to discuss and participate in leadership roles, and in activities such as dramatic play

where children may choose to participate in non-stereotypical roles. References to age, sex, religion, race, ability,

etc. should be used only if they are relevant and not in a way that negatively “labels” individuals or groups of

people.

e age [in non-stereotypical ways], and Yes No

Page 22 of 55



Non-stereotypical evidence may include, but is not limited to, conversations and materials that help children learn

about people of a wide range of ages (the very young to elders) doing a wide range of jobs and activities.

f gender Yes No

Non-stereotypical evidence may include men and women in nontraditional jobs or roles. For example, men and

women are equally capable of leadership roles, nurturing roles, physically active jobs.

in non-stereotypical ways. Conversations about these things can be evidence of opportunity. Books, music, musical instrument, toys, play food,

posters, ability aids (glasses, crutches), dolls, field trips and dress-up clothing may all present opportunities and materials

relevant to diversity. Class-made books or displays that illustrate diversity among children and/or their families can be

evidence of this criterion.


a Children are provided opportunities and materials to explore social roles in the family

and workplace through play. Yes No

Evidence could include conversations about social roles, lesson plans, books, and access to materials and props which

provide children the ability to assume a number of roles in the family and workplace.


a Children are provided varied opportunities and materials to learn about the community

in which they live. Yes No

Community is defined as the specific locality of a group of people with shared governmental, cultural, historical, social,

religious, or occupational heritage.

Examples of community: Military bases; workplaces; academic campuses; local business; towns; neighborhoods;

residential and recreational areas or landmarks.

Opportunities and materials should include some specific to the actual community in which children live. Evidence

includes things such as information about community workers, visits by community workers, or opportunities to visit local

libraries, parks or markets, or ride a bus. Generic books and posters about community resources and helpers/workers are

insufficient to meet this criterion.

“Community” need not be a town or neighborhood. Military bases, workplaces, or academic campuses are all examples

of communities within which a program might function.

“Varied” means two or more.

2.L.06 P-K Random O, CP

Children have varied opportunities to engage in discussions about

a fairness, Yes No

b friendship, Yes No

c responsibility, Yes No

d authority, and Yes No

e differences. Yes No Evidence includes things such as: books about these issues, anecdotal notes, posted class rules. Consider children’s

general responses to, and compliance with, teaching staff requests and class rules; classroom jobs and children’s

participation in keeping the classroom neat and clean; conflict resolution; and teaching staff’s support in helping children

negotiate problems.


a Children are provided varied opportunities and materials to learn about physical

characteristics of their local environment as a foundation for learning geography. Yes No

Rate ‘Yes’ if examples that children are learning about the physical geography of their community are observed.

Examples may include rivers, gardens, mountains, parks, buildings, community businesses, and neighborhood layout.

Varied means two or more.


Children are provided varied opportunities and materials to learn how people affect their environment in

a Positive (e.g., recycling) and Yes No NoOpp

b Negative (e.g., polluting) ways. Yes No NoOpp

Page 23 of 55



Evidence could include conversations teachers have with children about positive and negative consequences of littering

and recycling. Evidence could also include books, posters, displays, and lesson plans that address these issues, a

classroom recycling program, efforts to reduce pollution and/or energy use, planning and/or planting a garden, field trips

to local parks to collect litter or visit a recycling center.

“Varied” means more than one.


a

Children are provided opportunities and materials that build a foundation for

understanding economic concepts (e.g., playing restaurant, managing a store, and

identifying and exchanging money).

Yes No

2.L.11 K Random O, CP

a

Kindergartners are provided opportunities and materials that help them link learning

about their hometown, their state, the United States and their country of origin to

previous learning, as a foundation for learning geography, history, and social studies.

Yes No NoOpp

The intent of the criteria is for kindergartners to be provided opportunities to learn geography, history, and social studies

in concrete ways that provide a meaningful connection of these broader topics to their personal daily experiences.

Evidence could include such things as conversations, books, lesson plans, and self made book/maps that expand upon their

daily experiences with these topics and relate these experiences to broader world concepts. Look for at least two

examples.

Standard 3 – Teaching

3.A. – Designing Enriched Learning Environments

3.A.01 I-T-P-K Always O, TS, CP

a

Teaching staff, program staff or both work as a team to implement daily teaching and

learning activities, included Individualized Family Service Plans (IFSPs),

Individualized Education Programs (IEPs), and other individual plans as needed.

Yes No N/A

The intent of this criterion is teamwork in daily practices. Evidence includes things such as how staff functions together in

the classroom, and should include (if applicable) how staff work together to implement IEPs or IFSPs required for

children diagnosed with special needs. Rate as ‘N/A if only one teaching staff member works with the class.

3.A.02 I-T-P-K Random O

a Teachers design an environment that protects children’s health and safety at all times. Yes No Rate ‘Yes’ if teaching staff take steps to prevent children from encountering situations that may be harmful to their health

and safety.


Teaching staff support children’s needs for:

a physical movement, Yes No

b sensory stimulation, Yes No

c fresh air. Yes No

If children do not go outside to play during the observation, posted daily schedules or other material evidence may

be used to rate this indicator. Rate ‘No’ if you see no outside play AND no schedule or other evidence that the

children get fresh air.

d rest, and Yes No

“Rest” includes, but is not limited to scheduled napping times in programs that offer them. “Rest” may also

include opportunities for children to quietly rest in a soft and/or semi-private area that is away from active, noisy,

or busy areas of the classroom. Examples include a quiet reading/puzzle area, cozy corner/nook, or other

intentionally provided space/time for the purpose of resting or engaging in quiet play.

e nourishment. Yes No

A posted schedule or other material evidence may be used to rate these indicators. Rate ‘No’ if you do not observe these

activities take place AND there are no schedules or other evidence that the children have opportunities to engage in these

activities.

Page 24 of 55



Teachers organize space and select materials in all content and developmental areas to stimulate

a exploration, experimentation, discovery, and Yes No

b conceptual learning. Yes No The intent of this criterion is that teachers will be intentional when organizing and presenting materials in the classroom.

Evidence may include: a variety of materials in all learning centers in the classroom; materials for core content areas are

logically grouped together to convey concepts; materials are given sufficient space that they are easy for children to

access and explore, experiment and discover.

3.A.05 T-P-K Random O

Teachers work to prevent challenging or disruptive behaviors through

a environmental design. Yes No

b schedules that meet the needs and abilities of children. Yes No

c effective transitions. Yes No

d engaging activities. Yes No

Rate ‘Yes’ if no challenging behaviors are seen.

Evidence could include but is not limited to schedules, lesson plans, photos of classroom layouts.

Definition of challenging behavior: “Challenging behavior is any behavior that (1) interferes with children’s learning,

development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a child at high risk for

later social problems or school failure.” (Kaiser & Rasminsky, Challenging Behavior in Young Children (2nd

Ed.),

Pearson Education Inc., 2007, p. 8).


aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows directions or

observe classroom rules.


a Teachers create classroom displays that help children reflect on and extend their

learning. Yes No

b They ensure that children’s recent works predominate in classroom displays (e.g., art,

emergent writing, graphic representation, and three-dimensional creations) and that Yes No

“Predominate” means appears in the majority or in more than half of the displays.

c some displays are at children’s eye level. Yes No

One or more display areas are at children’s eye level. Evidence could include but is not limited to: current works of art/expression on display, display areas that are created

around current curriculum topics or areas of interest for children.


a Teaching staff and children work together to arrange classroom materials in predictable

ways so children know where to find things and where to put them away. Yes No

Rate this criterion as ‘No’ if: teachers are doing all of the clean-up; most of the children, most of the time do not help in

clean-up activities or do not know (show confusion about) where to store classroom materials.

Children are allowed to join in the decision making process about where items and classroom materials are going to be

stored. Materials currently in use are stored in areas that are accessible to children and may be labeled with words or

pictures.

3.B. – Creating Caring Communities for Learning

3.B.01 I-T-P-K Random O, FS

Teaching staff’s daily interactions demonstrate their knowledge of…

a the children they teach. Yes No

b the children’s families. Yes No

c the social, linguistic, and cultural context in which the children live. Yes No

3.B.02 I-T-P-K Random O, FS, CP

Teaching staff create and maintain a setting in which children of differing abilities can progress, with guidance,

toward increasing levels of:

Page 25 of 55


3.B.02 I-T-P-K Random O, FS, CP

a autonomy, Yes No

b responsibility, and Yes No

c empathy. Yes No Teaching staff differentiate their responses to individual children and help them as needed to be independent, learn to take

care of themselves and their own needs, and pay attention to the needs and feelings others. For infants, this may include

encouraging them to roll over or reach things on their own as signs of autonomy and responsibility.


Teaching staff develop individual relationships with children by providing care that is:

a responsive, Yes No

b attentive, Yes No

c consistent, Yes No

d comforting, Yes No

e supportive, and Yes No

f culturally sensitive. Yes No

Evidence of culturally sensitive care includes teaching staff’s attention to materials, books, music, or artifacts that

reflect the diversity of children and families who make up the classroom population.


a

Teaching staff are active in identifying and countering any teaching practices,

curriculum approaches, or materials that are degrading with respect to gender, sexual

orientation, age, language, ability, race, religion, family structure, background, or

culture.

Yes No

Books and materials should not reflect stereotypical characterizations of cultures and ethnicities, for example, cartoon

caricatures, images that only depict male Caucasian executives and non-Caucasian workers, or images limited to two-

parent families.


a Teachers help individual children learn socially appropriate behavior by providing

guidance that is consistent with the child’s level of development. Yes No

Look for staff members guiding children into social encounters, helping children understand how other children are

feeling, using “please”,” thank you”,” excuse me”, how to be friends, etc. For infants, listen for staff members’ narration

of events and feelings.


Teachers:

a manage behavior and Yes No Not Age

Rate ‘Not Age’ for infants. Managing behavior means that teachers establish a harmonious environment without

threats, bribes, or raised voices.

b implement classroom rules and expectations in a manner that is consistent and

predictable. Yes No

For infants, consider the consistency and predictability of responses by teaching staff.

3.B.11 T-P-K Random O, CP

Teaching staff create a climate of mutual respect for children by being interested in their

a ideas, Yes No

b experiences, and Yes No

c products. Yes No

3.B.12 T-P-K Random O, FS, PP

Rate ‘NoOpp’ if no challenging behaviors are observed. No

Opp Teachers address challenging behavior by

a assessing the function of the child’s behavior. Yes No

Page 26 of 55


3.B.12 T-P-K Random O, FS, PP

b convening families and professionals to develop individualized plans to

address behavior. Yes No NoOpp

Check to rate entire

criterion as

NoOpp

Rate ‘NoOpp’ if no evidence is seen in the classroom.

The individualized plans do not have to be formal IEPs, but may consist of informal meetings, phone calls,

emails, and/or other modes of communication to discuss plans to address the behaviors.

c using positive behavior support strategies. Yes No Evidence may include such things as policies, examples of how the program addressed a challenging behavior in

the past, or notes between parents and teachers.

Definition of challenging behavior: “Challenging behavior is any behavior that (1) interferes with children’s

learning, development and success at play, (2) is harmful to the child, other children, or adults, [or] (3) puts a

child at high risk for later social problems or school failure.” (Kaiser & Rasminsky, Challenging Behavior in

Young Children (2nd

Ed.), Pearson Education Inc., 2007, p. 8).


aggression (“You can’t play with us”, verbal bullying), tantrums, whining, testing limits, refusal to follows

directions or observe classroom rules.)

3.C. – Supervising Children

3.C.01 I-T-P-K Random O

a Teaching staff supervise by positioning themselves to see as many children as possible. Yes No

3.C.04 P-K Required O, PP

a

Teaching staff supervise children primarily by sight. Supervision for short intervals by

sound is permissible, as long as teachers check frequently on children who are out of

sight (e.g., those who can use the toilet independently, who are in a library area, or who

are napping).

Yes No

Preschool and kindergarten aged children: Teaching staff who are responsible for the care of the children enrolled in the

class must be aware of where children are at all times. The structural design for any classroom, restroom or other

program space must not interfere with teacher's ability to observe children according to criterion 3.C.04.

When an ancillary or allied professional (such as a music teacher, art teacher, or librarian, special education consultant)

is working with one or more children, that person may be considered a member of the teaching staff for supervision

purposes only.

Preschool aged children: Preschool children (defined as children enrolled in a class of children ages 30 months to 5

years) may be momentarily out of sight and sound (e.g., if a child leaves the playground to go into an adjoining classroom

alone to get something) as long as the child is back in sight and sound within one minute. Note that it is permissible for

staff members to supervise preschool children by sound for up to five minutes only before regaining both sight and sound

observation.

Kindergarten aged children: Kindergarten aged children (defined as children enrolled in a public or private kindergarten

class) may be out of sight and sound for no longer than 10 minutes.


administrator and contact the NAEYC Academy. If the assessor determines that this criterion is not fully met after the

observation, assessors must note this on the Required Criterion Documentation form. If during the Program Portfolio

review, the assessor determines that this criterion is not fully met, the assessor MUST list it on the Missing Evidence

Request Form (MERF). If the criterion is still not fully met after the program responds to the MERF, assessors must note

this on the Required Criteria Documentation form. The Required Criteria Documentation form is shared with the program

administrator at the Closing Meeting, at which point the Program Administrator will be given a chance to respond in

writing directly on the Required Criteria form; OR choose not to respond during the site visit by checking the appropriate

box on the form; AND/OR provide additional contextual information to the NAEYC Academy within 5 business days of the

site visit.

3.C.05 K Always O, PP

Page 27 of 55


3.C.05 K Always O, PP

a

Teaching staff allow kindergarten children who are doing tasks in a safe environment

to be out of the teacher’s sight and sound supervision for a short period of time (e.g.,

when taking the attendance report to the office). Teachers check on children if those

children do not return promptly to the group or if the adult at a child’s destination does

not confirm the child’s arrival.

Yes No

Teaching staff must be aware of where children are at all times. The structural design for any classroom, restroom or

other program space must not interfere with a teacher's ability to observe children according to criterion 3.C.05.

When an ancillary or allied professional (such as a music teacher, art teacher, or librarian, special education consultant)

is working with one or more children, that person may be considered a member of the teaching staff for supervision

purposes only.

This is not a required criterion. Kindergarten aged children (defined as children enrolled in a public or private

kindergarten class) may be out of sight and sound, or supervised only by sound, as long as the child is back in sight and

sound supervision within 10 minutes.

Staff may include members of the teaching staff other than the teaching team in the child’s classroom. For example, if a

kindergarten aged child goes down to the office, he/she may be in sight and sound supervision by the office staff rather

than the teaching team in his/her regular classroom. Teaching staff members check on the child if he/she does not return

promptly, i.e. by calling the office, or if the adult does not confirm arrival at the destination.

Evidence could include your program’s written supervision policy.

3.D. – Using Time, Grouping, and Routines to Achieve Learning Goals

3.D.01 I-T-P-K Random O, PP

Teachers provide time daily for

a indoor and Yes No

b outdoor activities (except when conditions pose a health risk as defined by local health

officials.) Yes No

Schedules may be used as evidence of meeting this criterion. Documentation of “…health risk as defined by local health

officials” may include evidence such as communications with local health authorities and reports received from the local

or state health authority (downloaded press releases, for example).


Teaching staff use routine care to facilitate children’s

a self-awareness, Yes No

b language, and Yes No

c social interaction. Yes No Routine care includes diapering, hand washing, feeding, taking to the restroom, tooth brushing, nap time, etc.


a Teachers provide time and materials daily for children to select their own activities. Yes No

Evidence would include time for free choice playing on the daily schedule, and open, accessible learning or activity

centers in the classroom.

3.D.04 I-T-P-K Random O, CP

a Teaching staff offer children opportunities to interact with children of various ages. Yes No NoOpp

Rate as ‘NoOpp’ if the class does not interact with children from a different age category during the observation.

Rate as ‘No’ during the classroom portfolio review if there is no evidence that the children are offered opportunities to

interact with children of different ages.

Evidence could include but is not limited to: photos, lesson plans, and class books showing interactions with children of

other ages. If the program has only one age category examples may include visiting a public park with children of various

ages, allowing siblings of different age categories to visit the classroom, etc.


a Teaching staff coach and support children as they learn to participate in daily cleanup

and maintenance of the classroom Yes No NoOpp

Evidence may include observing children assist with cleanup or classroom chores, job or chore charts posted in the

classroom, and interactions between teachers and children that encourage participation in cleanup.

Page 28 of 55


3.D.09 T-P-K Always O

Rate ‘NoOpp’ for the entire criterion if no opportunity for transitions is present during the observation AND

there is no posted information in the room related to transitions.

No


criterion as

NoOpp

Teaching staff help children follow a predictable but flexible daily routine by providing:

a time [for transitions] and Yes No

Teachers should provide an appropriate amount of time; enough but not too much time.

b support for transitions. Yes No NoOpp

A posted schedule may provide evidence of time for transitions. Support for transitions includes predictability,

verbal or visual cues, staff engagement in clean up, staff ability to fill time effectively (for example, if lunch is

late). The spirit of this criterion also has to do with staff being willing to suspend their agenda in an effort to be

responsive to children’s interests and needs.


Teachers organize time and space on a daily basis to allow children to work or play

a individually and Yes No

b in pairs, Yes No

c to come together in small groups, and Yes No

d to engage as a whole group. Yes No Evidence could include schedules and lesson plans, small and large group activities, and space in the classroom for

children to work and play individually and in pairs.


a Teachers create opportunities for children to engage in group projects and to learn from

one another. Yes No NoOpp

Evidence could include schedules, lesson plans, curriculum webs, or small and large group activities that promote child-

to-child engagement. The intent of the criterion is that teachers are intentional in promoting children’s ability to learn

from each other.

3.D.12 K Emerging O, PP

If the program does not include snack or meal times, rate entire criterion as ‘N/A’. If neither a snack nor a meal

is served rate the entire criterion as ‘NoOpp’.

Programs define whether they offer meals and/or snacks.

No

Opp

N/A Check to rate entire

criterion as

NoOpp or N/A

Adults

a sit and eat with children and Yes No

Credit is given if any staff member is sitting or eating with children; does not have to be all staff.

b engage them in conversation at Yes No

c snack and Yes No NoOpp

d meal times. Yes No NoOpp

c-d

Observationally, if a snack is served during the observation, rate indicator c as ‘Yes’ and indicator d as

‘NoOpp’; if a meal is served during the observation rate indicator d as ‘Yes’ and indicator c as’ NoOpp.’

During the Program Portfolio review, if the program only serves a snack and no meals, rate indicator c as

‘Yes’ and indicator d as ‘N/A’; if the program serves meals, but no snacks, rate indicator d as ‘Yes’ and

indicator c as ‘N/A’.

Teaching staff are expected to sit with children and engage them in conversation when time for a snack or meal is

provided, even if the food is brought from home. Conversations must extend beyond rules and expectations for

behavior at the table. Written evidence could include a policy or a statement from a staff handbook.

3.E. – Responding to Children’s Interests and Needs

3.E.01 I-T-P-K Random O, CP

a Teaching staff reorganize the environment when necessary to help children explore

new concepts and topics, sustain their activities, and extend their learning. Yes No NoOpp

Page 29 of 55



Rate ‘NoOpp’ if evidence not seen during observation.

Evidence could include teaching staff expanding learning centers, moving furniture, etc. to encourage exploration.

Examples could also include setting aside a table for children to keep items that are “a work in progress” Lego creations,

art projects, etc.


Teachers scaffold children’s learning by

a modifying the schedule. Yes No NoOpp

b intentionally arranging the equipment, and Yes No NoOpp

c making themselves available to children. Yes No NoOpp

Examples may include staff members working with a child in an activity center, assisting them with a process that they

may not be able to complete without assistance. Examples could also include modifying the schedule and/or lesson plans

to practice a skill or to revisit a topic, gradually decreasing teacher support and/or assistance. Evidence could also

include written documentation of such practices in anecdotal notes, lesson plans, or child assessment plans.


a Teachers use children’s interest in and curiosity about the world to engage them with

new content and developmental skills. Yes No NoOpp

Rate as ‘NoOpp’ if no evidence is seen in the observation.

Look for evidence that activities and materials sometimes diverge from planned curriculum themes to reflect child-

initiated topics. Evidence may include show and tell activities, anecdotal notes, lesson plans, and newsletters showing that

teaching staff decided to do a unit or study a topic because of a child’s interest in the topic (i.e., dinosaurs, space, birds,

snow, new babies).


a Teachers use their knowledge of individual children to modify strategies and materials

to enhance children’s learning. Yes No NoOpp

Rate as ‘Yes’ if you see that children are engaged in activities, have developmentally appropriate materials and toys and

are not frustrated by the activities or materials.

Written evidence could include lesson plans, curriculum webs, or schedules with anecdotal notes about individuals, or

individual child assessments.


Teachers use their knowledge of children’s

a social relationships, Yes No

b interests, Yes No

c ideas, and Yes No

d skills Yes No

to tailor learning opportunities for groups and individuals. Evidence may include observation forms, developmental checklists, intake forms, anecdotal notes; as well as evidence that

children’s interests and skills are considered during lesson planning, such as a unit or theme that is planned around a

child-initiated interest.

Look for evidence that teaching staff have knowledge of the children and adapt teaching to meet the specific needs of each

child and the class.


Throughout the day, teaching staff actively seek out children’s ideas and discern how they understand things

by:

a observing, Yes No

b talking with, and Yes No

c listening to them. Yes No

3.F. – Making Learning Meaningful for All Children

Page 30 of 55


3.F.01 I-T-P-K Random O, CP

a

Teachers use curriculum in all content and developmental areas as a flexible

framework for teaching and to support the development of daily plans and learning

experiences.

Yes No

Evidence may include lesson plans, centers, and curriculum guides. Content areas: language and literacy, large and fine

motors skills development, science and technology, music and arts, math, social-emotional development, health and safety,

and social studies.

3.F.02 I-T-P-K Random O, CP

a Play is planned for each day. Yes No

Play is not limited to outdoor or gross-motor play. Play is characterized by children’s active engagement and enjoyment

and their ability to determine how the activity is carried out. Teaching staff are expected to encourage and facilitate active

play involving physical movement as well as pretend or dramatic play. Children are expected to have opportunities to play

individually and with peers.

3.F.04 I-T-P-K Random O

Teaching staff help children understand spoken language, (particularly when children a learning a new

language) by using:

a pictures, Yes No

b familiar objects, Yes No

c body language, and physical cues. Yes No Evidence includes things such as picture collections, labels on materials, narration and naming by teaching staff of

routines and the materials involved in routines, and child dictations.

3.F.05 I-T-P-K Random O, FS

a Teaching staff support the development and maintenance of children’s home language

whenever possible. Yes No N/A

Evidence includes such things as books and/or music in the child’s home language or employment of staff or use of

volunteers who speak the child’s language.


Teaching staff:

a use varied vocabulary and Yes No

Teachers occasionally use words that children may not understand and provide explanations of these words.

b engage in sustained conversations with children about their experiences. Yes No

Conversation: mutual listening and talking, done in turn, between two or more people, about a common topic of

interest.

3.G. – Using Instruction to Deepen Children’s Understanding and Build Their Skills and Knowledge

3.G.01 I-T-P-K Random O, CP

a Teachers have and use a variety of teaching strategies that include a broad range of

approaches and responses. Yes No

Rate as ‘Yes’ if assessor observes in observation, or as written evidence, a variety of teaching strategies, such as small

and large group activities, teacher-or child-directed activities, “expanding upon” activities, modeling behavior, asking

children open-ended questions, and encouraging children to maintain being engaged in activities.

Evidence may also include classroom schedules, photos or planning webs of activities that convey a variety of teaching

approaches and responses.


Teachers use multiple sources (including results of informal and formal assessments as well as children’s

initiations, questions, interests, and misunderstandings) to

a identify what children have learned. Yes No NoOpp

Page 31 of 55



b adapt curriculum and teaching to meet children’s needs and interests. Yes No NoOpp

c foster children’s curiosity. Yes No NoOpp

d extend children’s engagement. Yes No NoOpp

e support self-initiated learning. Yes No NoOpp

“Multiple sources” means two or more. Evidence could include informal and/or formal assessments. The use of prompting

questions and observation done by the teachers may be counted as multiple sources during the observation.

If formal assessment is not seen during the observation, examples of informal assessments may include observation,

prompting questions, scaffolding, and individualized questioning.


As children learn and acquire new skills, teachers

a use their knowledge of children’s abilities to fine tune their teaching support. Yes No

b Teachers adjust challenges as children gain competence and understanding. Yes No This criterion defines scaffolding in daily teaching practice. Because children are often practicing new skills in the

classroom, these teaching practices should be seen in a one-hour observation. Evidence may include lesson plans paired

with anecdotal notes, examples of how teachers adjusted challenges in the lesson plans, descriptions, and assessment data.

3.G.04 I-T-P-K Random O

a Teaching staff help children enter into and sustain play. Yes No NoOpp

3.G.05 I-T-P-K Random O

Teachers support and challenge children’s learning during interactions or activities that are

a teacher initiated and Yes No

b child initiated. Yes No Rate as ‘No’ if all evidence (including class schedule) shows only teacher-initiated or only child-initiated activities or if

teachers do not provide challenging materials or learning opportunities.

Look for evidence (such as a class schedule) that includes time for both teacher and child initiated activities, such as circle

or group time and free-choice time. Look for teachers who are actively engaging children in activities suited to the

developmental needs and interests of the children in the class.

3.G.07 T-P-K Random O

a

Teachers use their knowledge of content to pose problems and ask questions that

stimulate children’s thinking. Teachers help children express their ideas and build on

the meaning of their experiences.

Yes No

3.G.08 T-P-K Random O, CP

a Teachers help children identify and use prior knowledge. They provide experiences

that extend and challenge children’s current understandings. Yes No

Examples could include scaffolding, conversations, field trips, or books created based on shared experiences like taking a

class field trip.


Teachers engage in collaborative inquiry with

a individual children and Yes No

b small groups of children. Yes No Examples could include asking open-ended questions such as, “What if…”, “What do you think will happen next?”, “How

did that happen?” Evidence could include lesson plans, conversations, child portfolios, “All About Me” books, anecdotal

notes, and artwork.


In the event a class is observed during a ‘walk’ this indicator will be rated ‘NoOpp’.

Page 32 of 55



Teaching staff join children in learning centers to extend and deepen children’s learning.

They:

No Opp Check to rate entire

criterion as

NoOpp

a observe children, Yes No

b engage children in conversations, and Yes No

c position themselves at eye-level with the children. Yes No Learning centers include any area of the classroom or outdoor play area arranged to promote children’s

learning, for example, the art area, book corner, block area, or dramatic play center. If the class is observed

during outdoor play time the varying areas of the outdoor space i.e. stationary equipment, sandbox or portable

equipment areas will be considered learning centers.


a Teachers are able to determine the different components of a task and break it into

meaningful and achievable parts. Yes No NoOpp

Evidence could include charts or posters showing routines such as hand washing or tooth brushing broken into steps, or

other activities (tying shoes, writing alphabet) deconstructed into meaningful and achievable parts that are

developmentally appropriate for the age category being served.


Teachers promote children’s engagement and learning by

a responding to their need for and interest in practicing emerging skills, and Yes No NoOpp

b by enhancing and expanding activities that children choose to engage in repeatedly. Yes No NoOpp

Evidence may address how materials and activities are provided to practice emerging skills and expanding activities in

which children repeatedly engage.


a Teachers promote children’s engagement and learning by guiding them in acquiring

specific skills and by explicitly teaching those skills. Yes No NoOpp

Skills may include tooth brushing, assembling a puzzle, putting on a coat, holding a pencil or any other skill that the

children are learning. Evidence may include charts or posters showing routines such as hand washing broken into steps or

other activities deconstructed into meaningful and achievable parts that are developmentally appropriate for the age

category being served.


a

Teachers demonstrate their knowledge of content and developmental areas by creating

experiences that engage children in purposeful and meaningful learning related to key

curriculum concepts.

Yes No

Created experiences may include spontaneous activities that emerge as a result of planned activities, children's interests

or unanticipated events. Rate as ‘No’ if all experiences involve pre-packaged curriculum materials (e.g., “ditto sheets”).

Teachers must demonstrate that they provide opportunities for children’s social-emotional, language and physical growth,

and must have materials that support children’s learning in all content areas- literacy math, science, technology,

health/safety, social studies and creative arts. Technology is defined broadly to include knowledge and use of tools and

machines. Included are computers, video, cameras and other forms of high technology, as well as simple tools like gears,

wheels and levers. Technology can be used by teachers or children, and includes use of technology in dramatic play (e.g.,


Standard 4 – Assessment of Child Progress

4.D. – Adapting Curriculum, Individualizing Teaching, and Informing Program Development

4.D.03 I-T-P-K Always O, TS, CP

a Teachers interact with children to assess their strengths and needs to inform

curriculum development and individualize teaching. Yes No

Teachers’ intentional observations/interactions with children meet this criterion. It is not necessary to witness teaching

staff using an assessment tool.

Page 33 of 55



a Teachers talk and interact with individual children and encourage their use of language

to inform assessment of children’s strengths, interests and needs. Yes No

This criterion is about how teachers assess language development through conversations with each child individually.

Conversation: mutual listening and talking, done in turn, between two or more people, about a common topic of interest.

Rate as ‘Yes’ if you observe interaction being used to inform assessment of any ONE of these areas: children’s strengths,

interests, needs.

Standard 5 – Health

5.A. – Promoting and Protecting Children’s Health and Controlling Infectious Disease

5.A.03 I-T-P-K Required TS, PP, [O]

a

At least one staff member who has a certificate showing satisfactory completion of

pediatric first-aid training and satisfactory completion of pediatric CPR is always

present with each class of children.

Yes No

At least one staff member who meets both components of criterion 5.A.03 must be present throughout the entire

observation. Take note of all staff members who are present with children throughout each class observation. During the

Program Portfolio review, review documentation of appropriate training for 5.A.03 for those staff members who were

present with children throughout (each of) the class observation(s).

Use the 5.A.03 Worksheet and the list of staff members present during each observation to rate this criterion. Look for

evidence:

1. That a first-aid course has been completed, and

2. That the staff member is currently certified in CPR (including a pediatric or infant and/or child component).

If the documentation does not include this information, programs must supply additional documentation indicating that

these topics were covered in the training. The documentation must be issued from the course or course instructor and can

include an agenda, course description, letter from the trainer or issuing organization, etc.

Documentation must be specific to individuals and could be in the form of individual cards or certificates, documentation

of an individual’s successful completion of an online training course, or a record of staff that attended and successfully

completed a suitable training course. A blanket policy that all staff are required to hold current trainings that meet 5.A.03

is not sufficient.

Ideal evidence would include classroom staffing patterns, in conjunction with staff first-aid and CPR training records, to

document compliance with this required criterion.

This criterion does not specify how frequently the training would occur but the certification must be current. If the

certificate indicates that the certification has expired, then the training(s) would not meet this criterion.

A first aid course and a CPR self-learning program for infants and/or children (i.e., kit with practice manikin or online

course) followed by a demonstration skills assessment by a qualified instructor meets this criterion if the program provides

documentation that the staff member successfully passed the assessment. For criterion 5.A.03 to be met, a staff member

who has appropriate training for criterion 5.A.03 is always present with each class of children. Exceptions are noted

below:

A class of children can be left in the care of an adult who does not have appropriate training for criterion 5.A.03 for

no more than five minutes. For example, if the adult with appropriate training for criterion 5.A.03 needed to step

into the hallway to speak privately to a parent or leave the class to use the restroom, the adult must return within five

minutes or another adult with appropriate training for criterion 5.A.03 must join the class within five minutes.

When a teaching staff member who meets 5.A.03 must leave the class, an “other adult” who meets 5.A.03 may cover

for that teaching staff member for up to 20 minutes. During that 20 minute period, the class would still meet 5.A.03.

Teacher/student one-on-one pairings (for purposes such as occupational therapy, physical therapy, or speech therapy) do

not constitute a class; the adult does not need to have appropriate training for criterion 5.A.03.therapy) do not constitute a

class; the adult does not need to have appropriate training for criterion 5.A.03.


administrator and contact the NAEYC Academy. If the assessor determines that this criterion is not fully met during the

observation, Assessors MUST list it on the Missing Evidence Request Form (MERF) for the Program Portfolio Source of

Evidence. If the criterion is still not fully met after the program responds to the MERF, assessors must note this on the

Required Criterion Report Form. This form is shared with the program administrator at the Closing Meeting, at which

point the Program Administrator will be given a chance to respond in writing directly on the Required Criterion Report

Form; OR choose not to respond during the site visit by checking the appropriate box on the form; AND/OR provide

additional contextual information to the NAEYC Academy within 30 business days of the site visit.

http://www.naeyc.org/files/academy/file/ResourceForProgramsCriterion5A03.pdf

http://www.naeyc.org/files/academy/file/RequiredCriterion5A03Worksheet.pdf

Page 34 of 55


5.A.06 I-T-P-K Random O, TS, PP

a Children of all ages have daily opportunities for outdoor play (when weather, air

quality, and environmental safety conditions do not pose a health risk). Yes No

If children do not go outside to play during the observation, posted daily schedules or other material evidence may

be used to rate this indicator. If you see no outside play AND no schedule or other evidence that the children get

fresh air, rate ‘No’.

b When outdoor opportunities for large-motor activities are not possible because of

conditions, the program provides similar activities inside. Yes No NoOpp

Evidence could include an indoor gross motor space, schedule, posted policy, handbook and memos. Rate ‘NoOpp’

if the group goes outside during observation and there is not a dedicated indoor gross motor space.

c Indoor equipment for large-motor activities meets national safety standards and is

supervised at the same level as outdoor equipment.

Yes No NoOpp N/A

Rate ‘N/A’ if there is no indoor equipment.

Indoor equipment should be arranged in a way that provides for the safety of the children, including spacing and

flooring (e.g., climbers not on hard floor).

Written evidence should include evidence that the stationary indoor play equipment meets national safety standards

as recommended by Caring for our Children (CFOC). Programs should follow manufacturers’ instructions

regarding the installation, use, care, and maintenance of any large motor play structures including a supervision

plan for indoor gross motor play.

Examples of Weather Conditions: winds, temperature extremes, precipitation, pollution, pollen, high UV Index.

5.A.08 I-T-P-K Random/ Emerging O, PP

During observations, rate ‘N/A’ if all children in the class are able to use the toilet consistently.

When assessing the Program Portfolio, rate ‘N/A’ if the program serves only Preschool and/or Kindergarten

children and does not address the criterion.


criterion as N/A

For children who are unable to use the toilet consistently, the program makes sure that:

a Indicator ‘a’ has been permanently removed from this criterion to reflect current best practice.

b

For children who require cloth diapers, the diaper has an absorbent inner lining

completely contained within an outer covering made of waterproof material

that prevents the escape of feces and urine. Both the diaper and the outer

covering are changed as a unit.

Yes No NoOpp N/A

Rate ‘N/A’ if NO children use cloth diapers, if the program indicates that it does not permit the use of

cloth diapers, or if the program does not serve children who are not toilet-trained; otherwise rate

‘NoOpp” unless you directly observe diapering using cloth diapers.

For evidence, programs could provide their diapering policy that addresses all components of this

indicator.

c

Cloth diapers and clothing that are soiled by urine or feces are immediately

placed in a plastic bag (without rinsing or avoidable handling) and sent home

that day for laundering.

Yes No NoOpp

Rate ‘NoOpp” unless you directly observe changing of clothing AND/OR cloth diapers soiled by urine or

feces.

Staff check children for signs that diapers or pull-ups are wet or contain feces

d at least every two hours when children are awake and Yes No NoOpp

e when children awaken. Yes No NoOpp

Evidence may include direct observation of regular diaper checks OR written or posted evidence that such

checks occur. Rate ‘No Opp’ if no sleeping infants or toddler/twos awaken, even in part day programs.

Rate ‘N/A’ for part-day preschool and kindergarten classes if diapers/pull-ups are used.

f Diapers are changed when wet or soiled. Yes No NoOpp

Children wearing cloth or disposable training pants and children who have accidents in underwear are

also changed when wet or soiled.

Changing should be initiated within 5 minutes of discovery that they are wet or soiled, unless

circumstances clearly make it difficult to do so. Rate as ‘Yes’ if a cycle of group changing in initiated,

even if it takes longer to get to a particular diaper.

Page 35 of 55


5.A.08 I-T-P-K Random/ Emerging O, PP

g Staff change children’s diapers or soiled underwear in the designated changing

areas and not elsewhere in the facility. Yes No NoOpp

h

Each changing area is separated by a partial wall or is located at least three feet

from other areas that children use and is used exclusively for one designated

class of children. For kindergartners, the program may use an underclothing

changing area designated for and used only by this age group. (This indicator

only is an Emerging Practice.)

Yes No NoOpp

A partial wall is designed to keep children from entering the changing area and would begin at floor level.

The 3 feet separation from other areas used by children means that, for example, activity areas, shelves

with materials from which children choose, and tables at which children sit, are not located within 3 feet

of the changing area.

Designated Changing Area: An area of space prepared for the purpose of changing soiled diapers,

training pants, or underwear and in which all changing related materials are readily available.

i At all times, caregivers have a hand on the child when the child is being

changed on an elevated surface.

Yes No NoOpp N/A

Rate as ‘N/A’ if all children are potty training and using pull-ups.

Rate as ‘No’ if a caregiver steps out of arm’s length at any time while a child is on an elevated changing

surface.

In the changing area, staff

j post changing procedures and Yes No

Rate if there is a changing area, even if no diapering takes place during the observation.

k follow changing procedures Yes No NoOpp

Rate ‘No Opp’ if no diapering takes place during the observation.

j-k

Changing procedures outline the basic procedures for organizing the changing area; placing children on

the changing table; cleaning the child; disposing of the soiled diaper and materials; applying the clean

diaper and redressing the child; hand hygiene; and cleaning of the changing table. All elements must be

included in posted changing procedures.

Refer to the Cleaning, Sanitizing and Disinfecting Frequency Table (Revised October 2016) as a source

of auxiliary information regarding disinfecting of diaper areas.

l These procedures are used to evaluate teaching staff who change diapers. Yes No NoOpp

Rate as ‘NoOpp’ unless staff are evaluated in how to change diapers during the observation. Rate ‘N/A’ if

the program indicates that it does not serve children who are not toilet-trained.

Evidence should show or describe how the program trains and evaluates staff on correct diapering

procedures.

m

Surfaces used for changing and on which changing materials are placed are not

used for other purposes, including temporary placement of other objects, and

especially not for any object involved with food or feeding.

Yes No

n Containers that hold soiled diapers and diapering materials have a lid that

opens and closes tightly by using a hands-free device (e.g., a step can). Yes No

Rate ‘N/A’ if the program indicates that it does not serve children who are not toilet-trained.

Diaper disposal systems are acceptable receptacles for storing soiled diapers only when they are designed

to be used in a hands-free manner.

o Containers are kept closed and Yes No

p are not accessible to children. Yes No

Rate ‘N/A’ if the program indicates that it does not serve children who are not toilet-trained.

In order to be considered inaccessible, the containers shall be placed in an area that children cannot enter

without close adult supervision. For example, if the container were in a bathroom that children only enter

when accompanied by an adult, then it would be considered inaccessible. However, if the diaper

changing area is in the classroom, then the container would need to be positioned or placed in such a way

that it is inaccessible to children.

q Staff members whose primary function is preparing food do not change diapers

until their food preparation duties are completed for the day. Yes No N/A

The indicator refers specifically to staff whose primary function is to prepare food. Rate as ‘N/A’ if the

program does not have a cook or other individual whose primary responsibility is to prepare food.

Page 36 of 55


5.A.09 I-T-P-K Random O, PP

The program follows these practices regarding hand washing: No


criterion as

NoOpp

a

Staff members and those children who are developmentally able to learn

personal hygiene are taught hand-washing procedures and are periodically

monitored.

Yes No NoOpp

b

Hand washing is required by all staff, volunteers, and children when hand

washing would reduce the risk of transmission of infectious diseases to

themselves and to others.

Yes No NoOpp

c Staff assist children with hand washing as needed to successfully complete the

task. Children wash either independently or with staff assistance. Yes No NoOpp

Rate ‘NoOpp’ for infant classes if wet wipes are used.

d-p Rate as ‘Yes’ if the indicators are positively observed in children and adults MOST of the time.

Children and adults wash their hands:

d on arrival for the day; Yes No NoOpp

Rate ‘Not Age’ for infant-only programs.

e after diapering or using the toilet (use of wet wipes is acceptable for infants); Yes No NoOpp

Toddlers' hands should be washed at a sink following proper procedures, with adult assistance as needed.

Infants who can be safely held in one arm should be assisted in washing their hands at a sink.

The use of wet wipes should be reserved for situations in which hand washing is not possible or practical.

f after handling body fluids (e.g., blowing or wiping a nose, coughing on a hand,

or touching any mucus, blood, or vomit); Yes No NoOpp

g before meals and snacks, before preparing or serving food, or after handling

any raw food that requires cooking (e.g., meat, eggs, poultry); Yes No NoOpp

h after playing in water that is shared by two or more people; Yes No NoOpp

i After handling pets and other animals or any materials such as sand, dirt, or

surfaces that might be contaminated by contact with animals; and

Yes No NoOpp N/A

Rate ‘N/A’ if they have no pets or have no sources of animal contamination. If sandboxes have covers,

assume they are not a source of animal contamination.

DO NOT rate this indicator automatically when classes come in from outside.

j When moving from one class to another (e.g., visiting) that involves contact

with infants and toddlers/twos

Yes No NoOpp N/A

Refers to situations when older children visit and interact with infants and/or toddlers (or vice versa).

Rate ‘N/A’ only if the program does not have infant and/or toddler/twos classes.

Adults also wash their hands:

k before and after feeding a child, Yes No NoOpp N/A

This indicator refers to feeding an individual child, not serving food to a group.

l before and after administering medication, Yes No NoOpp N/A

m after assisting a child with toileting, and Yes No NoOpp

Rate whenever an adult touches a child's clothing or body, or touches any part of the toilet, while assisting

the child with toileting. Rate hand washing related to diapering on Indicator e.

n after handling garbage or cleaning. Yes No NoOpp

This indicator refers to the handling of contaminated materials or the use of cleaning, sanitizing, and/or

disinfecting chemicals (for example, while cleaning tables after meal or snack). This does not include

putting materials and equipment away after an activity, or “clean-up time” when materials are

uncontaminated and no cleaning agents/chemicals are used.

Proper hand-washing procedures are followed by adults and children and include:

Page 37 of 55


5.A.09 I-T-P-K Random O, PP

o using liquid soap and running water; Yes No NoOpp

o-p

Children’s hands should be washed at a sink following proper procedures, with adult assistance as needed

whenever possible. Infants who can safely be held in one arm should be assisted in washing their hands at

a sink.

When hand washing at a sink with soap and running water is not possible (e.g., during neighborhood

walks at local parks) children under the age of 24 months may use wet wipes. Children age 24 months and

older may use alcohol-based sanitizers as described in additional guidance below. Rate ‘Yes’ when hand

washing at a sink (with soap and running water) is not possible AND wet wipes or alcohol-based

sanitizers are used appropriately.

p

rubbing hands vigorously for at least 20 seconds including back of hands,

wrists, between fingers under and around any jewelry, and under fingernails;

rinsing well; drying hands with a paper towel, a single-use towel, or a dryer;

and avoiding touching the faucet with just-washed hands (e.g., by using a

paper towel to turn off water).

Yes No NoOpp

ALL elements must be observed (in MOST of the adults and children MOST of the time) to rate as ‘Yes’

for this indicator.

The following guidance represents the current best practices regarding this criterion. It should be used to

guide program improvement and in preparation for assessment. If assessed, NAEYC Assessors will use

this guidance to rate the criterion during the assessment visit.

Hands should be vigorously rubbed for at least 20 seconds.

Except when handling blood or body fluids that might contain blood (when wearing gloves is

required), wearing gloves is an optional supplement, but not a substitute for, hand washing in any

required hand-washing situation listed above.

q Staff wear gloves when contamination with blood may occur. Yes No NoOpp

r Staff do not use hand-washing sinks for bathing children or for removing

smeared fecal material. Yes No NoOpp

Rate indicator as ‘NoOpp’ unless you see bathing or the removal of smeared fecal material.

s In situations where sinks are used for both food preparation and other

purposes, staff clean and sanitize the sinks before using them to prepare food.

Yes No NoOpp N/A

Rate as ‘N/A’ if sinks used for food prep are not used for other purposes.

t

Hand hygiene with an alcohol-based sanitizer with 60% to 95% alcohol is an

alternative to traditional hand-washing (for children over 24 months and

adults) with soap and water when visible soiling is not present.

Yes No NoOpp N/A

If alcohol-based sanitizers are used, the manufacturer’s instructions must be followed. For visibly dirty

hands, rinsing under running water or wiping with a water-saturated towel should be used to remove as

much dirt as possible before using a hand sanitizer. Supervision of children is required to monitor

effective use and to avoid potential ingestion or inadvertent contact of hand sanitizers with eyes and

mucous membranes. If hand sanitizers are used, assume children are 24 months or older unless children

are clearly younger than 24 months.

For children 24 months and under, soap and water should be used and alcohol-based hand sanitizers

should not be used.

Since the alcohol-based hand sanitizers are toxic and flammable, they must be stored and used according

to the manufacturer’s instructions. In small quantities hand sanitizers do not need to be stored off-site, but

must be kept out of reach of children.

Rate ‘N/A’ if no hand sanitizer is seen during the observation. Rate ‘NoOpp’ if there is hand sanitizer

available, but it is not used. Rate ‘No’ if hand sanitizer is used on children under 24 months, or used on

children of any age when hands are visibly soiled. Do not consider the percentage of alcohol in hand

sanitizer when rating this indicator in an observation.

When assessing the Program Portfolio, rate ‘N/A’ if the program indicates that they do not use hand

sanitizer.

When hand-washing is not possible (e.g., during neighborhood walks at local parks), wet wipes may be used.

Evidence should include a hand-hygiene policy that includes all of the above indicators (if applicable).

5.A.10 I-T-P-K Emerging O, PP

Page 38 of 55


5.A.10 I-T-P-K Emerging O, PP

a

Precautions are taken to ensure that communal water play does not spread infectious

disease. No child drinks the water. Children with sores on their hands are not permitted

to participate in communal water play. Fresh potable water is used, and the water is

changed before a new class of children comes to participate in the water play activity.

When the activity period is completed with each class

of children, the water is drained. Alternatively, fresh potable water flows freely

through the water play table and out through a drain in the table.

Yes No N/A

All elements of this criterion must be present/met to rate as ‘Yes’ for the criterion.

Rate ‘N/A’ only if the program states in Program Portfolio that it NEVER does communal water play. If water play policy

is not referenced in Program Portfolio, assume the program DOES do water play and the policy is missing. Rate as

‘NoOpp’ if no communal water play occurred during the observation, even if a water table is seen.

“Potable" water is water of sufficient quality to serve as drinking water. Water must be "fresh" (recently obtained from its

source) to remain potable, as harmful germs can easily multiply in exposed or standing water.

“A new class of children" is a different group of children in the room (for example, an afternoon class versus the morning

class), NOT a new subgroup of children within the existing class. See the ratio/class size chart notes for the definition of

"class."

"The activity period" is defined by the program but may not exceed one day.


Rate ‘N/A’ for all indicators if the program’s policy states they never administer any medications (neither

prescription nor OTC).

Rate indicators “NoOpp” if no medication is administered and no written evidence is observed during the

observation.

Rate an indicator as ‘Yes’ if written evidence of its medication practice is seen in the classroom during the

observation, or if the practice is actually observed.

Rate an indicator as ‘No’ only if observation or written evidence clearly contradicts it.

No

Opp


criterion as

NoOpp Or N/A

Safeguards are used with all medications for children:

a

Staff administer both prescription and over-the counter medications to a child

only if the child’s record documents that the parent or legal guardian and a

licensed health provider has given the program written permission.

Yes No NoOpp

A physician’s authorization is required to use Over the Counter (OTC) medications. OTC medications

may include pain reliever and treatments for allergies.

Non-prescription skin protectants and cosmetics such as sunscreen, insect repellent, diaper cream,

lotion, lip balm, and toothpaste only require parental/guardian consent. Staff do not need to be trained

or evaluated in their use.

If medication, skin protectant and/or cosmetic administration is observed, rate ‘Yes’ if clear evidence of

appropriate permission is seen. Rate as ‘N/A’ if the program shows that they do not administer any

medications or skin protectants or cosmetics.

Skin protectants are products that temporarily protect injured or exposed skin from harmful or

annoying effects and may also provide relief to such surfaces.

Cosmetics are products intended to be applied to the human body for the purpose of cleaning, altering,

or enhancing the appearance, but does not include soap.

b

The child’s record includes instructions from the licensed health provider who

has prescribed or recommended medication for that child; alternatively, the

licensed health provider’s office may give instructions by telephone to the

program staff.

Yes No NoOpp N/A

Page 39 of 55



Licensed health providers include any health professional licensed to practice and prescribe or

recommend medications in that state. Health professionals who evaluate medication administration may

include but are not necessarily limited to physicians, physician assistants, nurses (including school

nurses), and nurse practitioners.

Written instructions for prescribed medications may be limited to the information included on the

prescription label. The program may have a standing order from a licensed health care provider to guide

the use of a specific over the counter (OTC) medication with a specific child in the program when the

order details specific circumstances and gives specific instructions for individual dosing of the medication

(i.e. epi-pen for allergic reaction or inhaler for asthma). Cough and cold medication is not recommended

for children under the age of 6, but can be administered if the program has written orders from a health

care provider and parent/guardian.

If instructions from the health care provider are given over the phone, the conversation must be

documented in writing.

The program must document BOTH written permission from the parent/legal guardian AND instructions

from the licensed health provider (for example a doctor’s note or a care plan form) for prescription AND

OTC medication and treatments (for example, rehydration fluids to treat diarrhea and/or vomiting;

hydrocortisone creams to treat eczema).

c

Any administrator or teaching staff who administers medication has (a)

specific training and (b) a written performance evaluation updated annually by

a health professional on the practice of the five right practices of medication

administration: (1) verifying that the right child receives the (2) right

medication (3) in the right dose (4) at the right time (5) by the right method

with documentation of each right each time the medication is given. The

person giving the medication signs documentation of items (1) through (5)

above. Teaching staff who are required to administer special medical

procedures have demonstrated to a health professional that they are competent

in the procedures and are guided in writing about how to perform the

procedure by the prescribing health care provider.

Yes No NoOpp N/A

Rate ‘’No Opp’ if not observed.

Rate as ‘N/A’ if the program shows that they do not administer any prescription medications.

Prescription diaper creams and/or ointments would require all steps to be followed.

The Program Portfolio should include a list of all individuals who are trained to administer medications

as well as evidence of the content of the training. Training and evaluation of medication administration

should be completed annually, unless documentation clearly states that the training received by staff is

valid for a defined time period (e.g. training certificate with clear expiration date).

d

Medications are labeled with the child’s first and last names, the date that

either the prescription was filled or the recommendation was obtained from the

child’s licensed health care provider, the name of the licensed health care

provider, the expiration date of the medication or the period of use of the

medication, the manufacturer’s instructions or the original prescription label

that details the name and strength of the medication, and instructions on how

to administer and store it.

Yes No NoOpp

For OTC medications, skin protectants and cosmetics (including sunscreen), rate ‘Yes’ if labeled with

only child’s first and last names. If the same container of OTC medication, skin protectant and/or

cosmetic (e.g., sunscreen or insect repellent) is used by more than one child in the class, a list of

children’s first and last names is required; rate ‘Yes’ only if this list is visible.

e All medications are kept in a locked container. Yes No

Medications that must be readily available at all times per a physician’s orders (i.e., emergency

medication such as an EpiPen) should be stored in a safe manner, inaccessible to children, while allowing

for quick access to staff in an emergency. Examples of acceptable ways to store emergency medications

include a fanny pack or backpack carried by an adult or an unlocked container that is out of the reach of

children. A fanny pack or backpack that is not on a staff member’s person and is also in reach of children

is an unacceptable way of storing emergency medications. Sunscreen, special soaps, lotion, and diaper

creams do not need to be kept in a locked cabinet but must be inaccessible to children.

5.A.16 T-P-K Random O, PP

Page 40 of 55


5.A.16 T-P-K Random O, PP

a

At least once daily in a program where children older than one year receive two or

more meals, teaching staff provide an opportunity for tooth brushing and gum cleaning

to remove food and plaque. (The use of toothpaste is not required.)

Yes No NoOpp N/A

Rate the criterion ‘N/A’ if the program provides evidence that children do not receive 2 or more meals daily in the

program. However, give credit if evidence of tooth brushing and gum cleaning is seen.

Programs that serve two or more meals must provide at least one opportunity daily for children older than one year for

tooth brushing and teeth cleaning. The timing of this opportunity is not specified in the criteria. The program defines

whether the food it serves constitutes a meal or snack.

If the observation is not taking place after a meal time, look for evidence of tooth brushing equipment and supplies, time

on the daily schedule, etc. On the Program Portfolio, assessors rate this criterion as ‘Yes’ if the program provides

evidence of this practice.

If toothpaste is used, it should be labeled with the child’s first and last name.

5.B. – Ensuring Children’s Nutritional Well-being

5.B.04 I-T-P-K Random O, FS, PP

a

For all infants and for children with disabilities who have special feeding needs,

program staff keep a daily record documenting the type and quantity of food a child

consumes and provide families with that information.

Yes No N/A

This criterion MUST be rated for infant classes. Also rate when the class or program includes older children diagnosed

with identified special needs that require special feeding; for example, a child who requires assistance feeding him/herself

due to a medical condition. This criterion does not apply to children with food allergies only.

Rate ‘N/A’ only for toddler/two, preschooler, and kindergartener classes without diagnosed special feeding needs.


a Clean sanitary drinking water is made available to children throughout the day. (Infants

who are fed only human milk do not need to be offered water.) Yes No NoOpp

Look for evidence that water is readily available (such as cups by sink, drinking fountain or a pitcher of water and/or cups

is available or children are offered or are drinking water during the observation).

5.B.14 I-T-P Random O, PP

Rate the criterion ‘N/A’ if the program does not serve food. N/A Check to rate entire

criterion as N/A

a

Staff do not offer children younger than four years these foods: hot dogs,

whole or sliced into rounds; whole grapes; nuts; popcorn; raw peas and hard

pretzels; spoonfuls of peanut butter; or chunks of raw carrots or meat larger

than can be swallowed whole.

Yes No NoOpp Not Age

This criterion is applicable to both food provided by the program, as well as food brought from home.

Rate as ‘Yes’ if no instances of any of these foods being provided are observed. Hard pretzel sticks and

hard, small, traditionally shaped pretzels are high- risk foods for choking incidents. Rate as ‘Not Age’ if

four years old and older.

b

Staff cut foods into pieces no larger than ¼-inch square for infants and ½-inch

square for toddler/ twos, according to each child’s chewing and swallowing

capability.

Yes No NoOpp Not Age

This criterion is applicable to both food provided by the program, as well as food brought from home.

Rate as ‘Yes’ if no instances of any of these foods being provided are observed. Hard pretzel sticks and

hard, small, traditionally shaped pretzels are high- risk foods for choking incidents. Rate as ‘Not Age’ if

four years old and older.

For mixed age classes, apply the practice that is appropriate to the youngest age present.

Evidence may include a policy from the staff and/or parent handbook, memo, posted notice, email, and staff

meetings notes or minutes.

5.B.15 T-P-K Random O, PP

a

The program prepares written menus, posts them where families can see them, and has

copies available for families. Menus are kept on file for review by the consultant

described in criterion 5.A.02.

Yes No NoOpp N/A

Page 41 of 55


5.B.15 T-P-K Random O, PP

Rate ‘N/A’ if no meals or snacks are served by the program. When assessing written documentation, menus kept on file

must include enough to demonstrate the pattern of meals served and include some that are current within one year of the

site visit. Rate ‘Yes’ if written menus are posted where families can see the menu. Written evidence may also include a

policy (in a staff and/or parent handbook) or a licensing requirement.

5.C. – Maintaining a Healthful Environment

5.C.01 I-T-P-K Random O, PP

a The routine frequency of cleaning and sanitizing all surfaces in the facility is as

indicated in the Cleaning and Sanitation Frequency Table. Yes No NoOpp

Rate ‘Yes’ if classroom space overall (floors, walls, restroom and kitchen surfaces) appears clean.

A contract with a cleaning service documenting the responsibilities and frequencies for cleaning, sanitizing, and

disinfecting is acceptable to demonstrate that some of the components on the table are met including some of the

weekly and daily tasks. Responsibilities not covered by the contract should be documented as well.

Refer to the Cleaning, Sanitizing and Disinfecting Frequency Table (Revised October 2015).

In order to meet this indicator, all items on the Cleaning, Sanitizing, and Disinfecting Frequency Table must be

complete.

Cleaning is physically removing all dirt and contamination, oftentimes using soap and water. Sanitizing is reducing

germs on inanimate surfaces to levels considered safe by public health codes or regulations.

Disinfecting is destroying or inactivating most germs on any inanimate object, but not bacterial spores. Carpet

cleaning must be consistent with local health regulations. Check with the local health department or licensing

agency to determine what regulations, if any, apply in your community.

b Ventilation and sanitation, rather than sprays, air freshening chemicals, or deodorizers,

control odors in inhabited areas of the facility and in custodial closets. Yes No NoOpp

Give credit for proper ventilation if no odors are detected and there is no evidence of sprays.


Procedures for standard precautions are used and include the following:

a Surfaces that may come in contact with potentially infectious body fluids must be

disposable or made of a material that can be sanitized. Yes No


References to ‘sanitized’ are now generally ‘disinfected’.

b

Staff use barriers and techniques that minimize contact of mucous membranes or of

openings in skin with potentially infectious body fluids and that reduce the spread of

infectious disease.

Yes No NoOpp

Barriers include gloves, moisture-resistant disposable diaper paper, and eye protection. The intent of this

indicator is that infectious body fluids do not get into staff member’s eyes, nose, or mouth.

c When spills of body fluids occur, staff clean them up immediately with detergent

followed by water rinsing. Yes No NoOpp

Detergent: a cleaning agent that helps dissolve and remove dirt and grease from fabrics and surfaces. Soap can

be considered a type of detergent.

d

After cleaning, staff sanitize nonporous surfaces by using the procedure for sanitizing

designated changing surfaces described in the Cleaning and Sanitation Frequency

Table.

Yes No NoOpp


References to ‘sanitized’ are now generally ‘disinfected’.

e Staff clean rugs and carpeting by blotting, spot cleaning with a detergent-disinfectant,

and shampooing or steam cleaning. Yes No NoOpp

f Staff dispose of contaminated materials and diapers in a plastic bag with a secure tie

that is placed in a closed container. Yes No NoOpp

Diapers do not need to be placed in a separate bag and tied before they are placed in a lidded, hands-free

container. Soiled diapers should be handled as little as possible to avoid contamination. This indicator refers to the

disposal of waste that includes diapers.

http://www.naeyc.org/academy/files/academy/Clean%2C%20Sanitize%2C%20Disinfect%20Table_Oct%202016.pdf



Page 42 of 55



Rate ‘NoOpp’ if no body fluid spills occur. Written evidence may include training agendas, policies, or staff handbooks.

The intent of this criterion is that staff disinfect and clean up potentially infectious areas from bodily spills safely.

“Standard Precautions” are work practices recommended by the Centers for Disease Control and Prevention that are

required for a basic level of infection control. They are “standard” because you do these practices all the time, not just for

children who might be sick. Standard precautions apply to (1) blood; (2) all body fluids, secretions, and excretions except

sweat; (3) broken skin; and (4) mucous membranes (eyes, nose, mouth). Standard precautions include good hygiene

practices (particularly washing and drying hands before and after contact), the use of protective barriers (such as gloves,

masks or eye shields), and appropriate handling and disposal of infectious waste.


a

A toy that a child has placed in his or her mouth or that is otherwise contaminated by

body secretion or excretion is either to be washed by hand using water and detergent,

then rinsed, sanitized, and air dried or washed and dried in a mechanical dishwasher

before it can be used by another child.

Yes No NoOpp

Rate ‘NoOpp’ if a child does not place a toy in his/her mouth during the observation and there is no other evidence that

the program washes toys according to the criterion. Rate ‘No’ if a toy soiled with bodily excretions or secretions is not

removed from the environment or is touched by another child.

Teaching staff should be aware of toys that are being mouthed by children or otherwise exposed to bodily excretions or

secretions. Teaching staff may either remove the toy for immediate cleaning and sanitation or may set the toy aside in an

area inaccessible to children (such as a basket or net bag for soiled toys) for cleaning and sanitation at a later time.

Examples of body secretions or excretions: blood, saliva, urine, feces, vomit, or mucous.

Detergent: a cleaning agent that helps dissolve and remove dirt and grease from fabrics and surfaces. Soap can be

considered a type of detergent.

Standard 6 – Teachers

6.A. – Preparation, Knowledge, and Skills of Teaching Staff

6.A.02 I-T-P-K Always O, FS

When working with children, all teaching staff demonstrate the ability to…

a interact with children without using physical punishment or any form of psychological

abuse. Yes No

b recognize health and safety hazards and protect children from harm. Yes No

Examples of potentially unsafe situations: children inappropriately using equipment or materials, crowding in

learning centers or areas, child’s lack of awareness of surroundings (e.g., sitting in the trike path, running near

active swings).

Learning Centers: defined areas within a classroom prepared with a selection of materials that promote learning

in a specific content area, such as art or science.

Examples of learning centers: blocks/construction, writing table, woodworking, library, creative arts,

manipulatives, science and collections.

c encourage and provide children with a variety of opportunities for learning. Yes No

d encourage and provide children with a variety of social experiences. Yes No

e adapt and respond to changing and challenging conditions in ways that enhance

program quality. Yes No NoOpp

Rate ‘NoOpp’ if no changing/challenging conditions are observed.

Evidence of adapting and responding to challenging conditions includes instances such as when something

unexpected comes up and the teaching staff handles it well: keeping children calm and engaging them in the event

if possible, e.g., plumber comes to fix the toilet.

f communicate with children and Yes No

Teachers’ communication with children should be developmentally appropriate.

Developmentally Appropriate: based on what we know about the development and learning of children within a

given age range, while also considering each child’s individual abilities and needs, and his or her cultural

background.

g [communicate with] families. Yes No

Teachers’ communication with families should be culturally sensitive and professional.

Page 43 of 55


Standard 7 – Families

7.A. – Knowing and Understanding the Program’s Families

7.A.10 I-T-P-K Random O, FS

a The program works with families on shared child caregiving issues, including routine

separations, special needs, the food being served and consumed, and daily care issues. Yes No NoOpp

Rate ‘Yes’ if at least one example of a caregiving issue is observed

7.B. – Sharing Information Between Staff and Families

7.B.06 P-K Random O, FS, TS, CP

a

Program staff communicate with families on at least a weekly basis regarding

children’s activities and developmental milestones, shared caregiving issues, and other

information that affects the wellbeing and development of their children. Where in-

person communication is not possible, program staff communicate through established

alternative means.

Yes No NoOpp

Look for evidence of a weekly report communicating individual child activities and milestones to families -- not just

caregiving tasks or issues, and not just class activities.

Standard 8 – Community Relationships

8.A. – Linking with the Community

8.A.01 I-T-P-K Random O, FS, PP

a

Program staff maintain a current list of child and family support services available in

the community based on the pattern of needs they observe among families and based

on what families request (e.g., health, mental health, oral health, nutrition, child

welfare, parenting programs, early intervention-special education screening and

assessment services, and basic needs such as housing and child care subsidies). They

share the list with families and assist them in locating, contacting, and using

community resources that support children’s and families’ well-being and

development.

Yes No NoOpp

Look for two examples of support services information made available in the classroom and/or in the shared spaces of the

program.

Standard 9 – Physical Environment

9.A. – Indoor and Outdoor Equipment, Materials, and Furnishings

9.A.01 I-T-P-K Random / Emerging

O

The following furnishings are available:

a equipment and furnishings for diaper changing and changing soiled underwear or other

clothing that are located away from food preparation areas; Yes No N/A

b hand-washing sinks within arm’s length of diaper changing tables; Yes No N/A

Rate ‘N/A’ if class has no diaper changing tables.

c a chair with a back and a seating height that allows the child to sit with his or her feet

on the floor or ground (for each child over the age of one year); Yes No Not Age

Rate as ‘Not Age’ if observing infants 12 months or younger.

d tables at a height that allows a child to sit comfortably with the table between

underarm and waist; Yes No Not Age

Rate as ‘Not Age’ if observing infants 12 months or younger.

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9.A.01 I-T-P-K Random / Emerging

O

e

at least one cot, crib, mat, sleeping bag, or pad for each child who spends more than

four hours a day in the program (no child is allowed to sleep on the floor without using

rest equipment);

Yes No NoOpp N/A

f at least one cot or mat with a blanket for an ill child; Yes No NoOpp

If one cot, crib, mat, sleeping bag, or pad AND blanket is provided for each child, rate ‘Yes’; also ‘Yes’ if there is a

“sick cot” with blanket seen elsewhere. Blankets are not necessary for infants. Blankets are not required to be

stored with the cot, crib, mat, or pad; assessors will look for evidence of blankets stored in cabinets, individual

children's cubby's, and/or notices to parents regarding blankets brought from home. Rate ‘No’ if no evidence of

blankets is found.

e-f Rate ‘NoOpp’ if you do not observe the nap time, and there is no other material evidence of the sleeping

arrangements. If nap time is not observed, a posted “cot map” showing that cots are placed far enough apart or

separated by solid barriers is acceptable evidence that the indicator is met.

g adaptations that allow children with disabilities and other special needs to fully

participate in the program’s activities; and Yes No N/A

Rate ‘N/A’ if the class does not include children with special needs or if the classes identified special needs do not

require furnishing accommodation.

h A solid barrier or at least three-foot spacing that separates sleeping children from one

another. (This indicator only is an Emerging Practice.)

Yes No NoOpp N/A

Rate ‘N/A’ if the class does not include a nap or rest time. Rate ‘NoOpp’ if you do not observe the nap time, and

there is no other material evidence of the sleeping arrangements. If nap time is not observed, a posted “cot map”

showing that cots are placed far enough apart or separated by solid barriers is acceptable evidence that the

indicator is met.

Solid crib ends can serve as a barrier only if they are at least three feet away from each other. Assessors will rate

this indicator based on the placement of sleeping children; not on the placement of cribs that have no children.

Three feet is measured from one child’s face to another child’s face so placing children to sleep by alternating

head and toe position may achieve three-feet spacing for all sleeping children (including infants in cribs).


a Individual space is provided for each child’s belongings. Yes No NoOpp

Individual space provided for each child's belongings is not intended to specify how a child’s belongings are to be

organized, simply that individual space exists. For example, individual hooks for each child’s coat/backpack, a separate

area to store extra clothing, and an area for belongings such as work or notices, would be acceptable. The intent is that

children's things are individually stored to support organized access and independence.


a Non-disposable materials are durable and in good repair. Yes No NoOpp

Non-disposable materials include anything that does not get used and disposed of. Rate ‘Yes’ if equipment,

materials and furnishings like tables, chairs, pillows, rugs, toys, gross motor equipment, etc. are not frayed,

broken, chipped, peeling, etc.

b Equipment, materials, and furnishings are available that provide access for children

with disabilities to the program's curriculum and activities.

Yes No NoOpp N/A

Rate ‘N/A’ if there are no children with identified special needs enrolled in the class or if the identified special

needs in the class do not require this type of accommodation.

9.A.04 I-T-P-K Always O

A variety of age- and developmentally appropriate materials and equipment are available indoors and outdoors

for children throughout the day. This equipment includes:

a dramatic play equipment; Yes No

b sensory materials such as sand, water, play dough, paint and blocks; Yes No

c materials that support curriculum goals and objectives in literacy, math, science, social

studies, and other content areas; and Yes No

For infants and toddlers, look for books, photos, baby dolls, toy animals, sorting/stacking toys.

Page 45 of 55


9.A.04 I-T-P-K Always O

d gross-motor equipment for activities such as pulling up; walking; climbing in, on, and

over; moving through, around, and under; pushing; pulling; and riding. Yes No

Gross motor equipment is required in order to meet this indicator.

“Available…throughout the day” is defined as accessible to children most of the day. Review the indoor and outdoor

learning environments used by the class. A schedule that identifies when children have access to materials may also

provide evidence for this criterion. Some combinations of each type of equipment are needed indoors and outdoors, but

not all are needed both indoors and outdoors. Rate all indicators ‘No’ if the class does not use any outdoor play area at

least once a week (including public spaces and private playgrounds) and if the class does not go on walks at least once a

week. If the class only takes walks and no walk is observed, rate these indicators on the merits of indoor learning

environments only.


a The indoor environment is designed so staff can supervise children by sight and sound

at all times without relying on artificial monitoring devices. Yes No

Artificial monitoring devices: Mirrors, cameras or sound monitors cannot be relied on in lieu of sight supervision.

b In semiprivate areas, it is always possible for both children and adults to be observed

by an adult from outside the area. Yes No

Semi-private area is an area where children can play or work alone or with a friend.

This criterion is NOT a required criterion. This criterion is about the physical design of the space, not about the teaching

staff placement in the indoor environment. Rate as ‘yes’ if all areas of the room are designed for supervision of children

by sight and sound at all times. If assessors see an area of the classroom that a child could be in where a teacher could not

see the child, or if a child is in an area of the room and is unsupervised, this criterion is rated ‘No’. This criterion is also

unmet if teachers rely on artificial monitoring devices to supervise the children. Examples: room is in an L shape; room

has an alcove that is out of sight; room has partial walls that prohibit supervision; room has a loft with areas that cannot

be easily seen into.


a Staff organize and group materials on low, open shelves to encourage children to use

them independently. Yes No

b Staff rotate and adapt materials to promote learning and extend children’s play

opportunities. Yes No NoOpp

Rate ‘Yes’ if evidence is seen that materials are rotated OR adapted. Evidence of rotated materials: different toys

or materials stored on shelves or in closets; curriculum webs that reference specials books or equipment for a

curriculum unit; or seasonal outdoor equipment. Evidence of adapted materials include, for example, dinosaurs in

the sand box; fences covered with paper to make large outdoor easels; tables covered with sheets to make "tents".


Materials and equipment are available

a to facilitate focused individual play or play with peers. Yes No NoOpp

b in sufficient quantities to occupy each child in activities that meet his or her interests. Yes No NoOpp

Look for students to be engaged in activities as opposed to wandering around unoccupied. If there are behavior issues

pertaining to sharing materials, can children find other materials to engage their interests?


Program staff arrange the environment to be welcoming and accessible. A welcoming and accessible

environment contains elements such as:

a multicultural materials that promote appreciation for diversity while being respectful of

the cultural traditions, values, and beliefs of families being served; Yes No

The teacher should make considerations beyond her personal preferences to account for what would be respectful,

and conversely disrespectful, to a particular child, family or group of children given the cultural context of the

program and children and families served.

b clearly defined places where families can gather information regarding the daily

schedule and upcoming events; Yes No

Page 46 of 55



c clearly defined places where families sign in, sign out, and gather information about

their child’s day; Yes No N/A

Programs that have other mechanisms to ensure safe transitions at arrival and departure do not need to have sign-

in and sign-out sheets in shared spaces to meet this criterion which is about maintaining a welcoming and

accessible environment for families. Rate ‘N/A’ if the program has these other mechanisms in place.

d places for displaying children’s work; and Yes No

Children’s work includes artwork, writing products, constructions, or collections of natural objects.

e features that moderate visual and auditory stimulation. Yes No

Features that moderate visual and auditory stimulation include such things as window shades, curtains, doors, and

room arrangements that allow for varying the levels of light and/or noise. Rate ‘No’ if an interior room cannot be

dimmed for naptime, or if a room with windows gets direct sunlight and has no shades, curtains or shutters. If the

assessor cannot determine whether visual stimulation can be moderated, the assessor will rate auditory features

only. Rate ‘No’ if ambient noise (e.g., heating/cooling system) requires children or adults to raise their voices to be

heard.


a The indoor environment includes washable, soft elements that allow groups of children

or adults and children to sit in close proximity for conversations or comforting. Yes No NoOpp

Soft elements: pillows, mats, cushions, pillow cases and covers, couch covers, etc.


a Clear pathways are available for children to move from one area to another without

disturbing other children's work and play. Yes No NoOpp

Rate as ‘Yes’ when children and teachers are able to travel around the classroom without disturbing each other, and no

conflicts arise from moving around the classroom, etc.

Intent: for the classroom to be arranged in a way that will minimize tripping hazards, conflict, and encourage a

harmonious environment.


Indoor space is designed and arranged to…

a accommodate children individually, in small groups and in a large group. Yes No

b divide space into areas that are supplied with materials organized in a manner to

support children’s play and learning. Yes No

c provide semiprivate areas where children can play or work alone or with a friend. Yes No

Examples of semiprivate areas: easel, loft, playhouse, book nook, cozy corner, tent.

d provide children with disabilities full access (making adaptations as necessary) to the

curriculum and activities in the indoor space. Yes No N/A

Rate ‘N/A’ if no children with special needs are currently enrolled or if the identified special needs in the class do

not require space or arrangement accommodation.

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9.B. – Outdoor Environmental Design


Outdoor play areas, designed with equipment that is age and developmentally appropriate and that is

located in clearly defined spaces with semiprivate areas where children can play alone or with a

friend, accommodate…

NoOpp Check to

rate entire

criterion

as NoOpp

a motor experiences such as running, climbing, balancing, riding, jumping, crawling,

scooting or swinging. Yes

No

b activities such as dramatic play, block building, manipulative play, or art activities. Yes

No

c

exploration of the natural environment, including a variety of natural and

manufactured surfaces, and areas with natural materials such as nonpoisonous

plants, shrubs and trees.

Yes

No

Rate ‘No’ if the entire outdoor play area is composed of artificial surfaces, or if there is grass but no

trees, shrubs or other plants.

Outdoor learning environments would ideally include at least three natural elements that children can

interact with.

Examples of natural elements: grass, sand, rocks, plants (including gardens), and variations in ground

elevation.

d The program makes adaptations so children with disabilities can fully participate in

the outdoor curriculum and activities.

Yes

No

N/A

Rate ‘N/A’ if no children with special needs are currently enrolled or if the identified special needs in

the class do not require outdoor space or equipment accommodation.

When assessing multiple outdoor play areas, rate ‘Yes’ if the majority of the outdoor play areas meet the

language of the criterion. Rate all indicators ‘No’ if the class does not use any outdoor play area at least once

a week (including public spaces and private playgrounds) and if the class does not go on walks.

If the class only takes walks (no outdoor play areas used or outdoor play area is used less than once a week),

rate each indicator ‘Yes’ or ‘No’ on its merits, if a walk is observed. If no walk is observed, rate the entire

criterion ‘NoOpp’.

Examples of outdoor learning environments: playgrounds (public or private), parks, parking lots, open fields

without equipment, gardens, woods.

Developmentally Appropriate: based on what we know about the development and learning of children within a

given age range, while also considering each child’s individual abilities and needs, and his or her cultural

background.


a

Program staff provide an outdoor play area that is protected by fences or by natural

barriers to prevent access to streets and to avoid other dangers, such as pits, water

hazards, or wells.

Yes No

Rate ‘No’ if the program does not use an outdoor play area at least once a week. Examples of outdoor play areas are

playgrounds (public or private), parks, parking lots, and open fields without equipment.

When assessing multiple outdoor play areas, rate ‘Yes’ if the majority of the outdoor play areas meet the language of the

criterion.


a The outdoor play area is arranged so that staff can supervise children by sight and

sound. Yes No N/A

This criterion does not refer to how staff position themselves on the outdoor play area, but refers to how the physical area

and structure is arranged or designed. Rate this criterion on the physical layout and design of the outdoor play areas.

Staff and children need not be present.

When assessing multiple outdoor play areas, rate ‘Yes’ if the majority of the outdoor play areas meet the language of the

criterion.

Rate ‘N/A’ if the program does not use an outdoor play area at least once a week and/or if the program only goes on

walks.


Page 48 of 55



a

The program provides at least 75 square feet of outside play space for each child

playing outside at any one time. The total amount of required play space is based on a

maximum of one-third of the total center enrollment being outside at one time.

Yes No

Programs will be required to provide evidence that they meet square footage requirements.

Rate each outdoor play area ‘Yes’ or ‘No’ according to whether it appears on visual inspection to be large enough to

accommodate one of the classes it serves. The total square footage of all outdoor play areas is considered if separate play

areas are used for different age groups. Total required square footage is based on 1/3 the amount of the total program

enrollment being outside at one time. For the purposes of this criterion only, use the full-time equivalent or the maximum

number of children who could be present at one time (so if program has 4 morning classes and 4 afternoon classes that

could each enroll 20 children, the total would be 80 not 160); the required square footage in this example would be 80

divided by 3 multiplied by 75.

When assessing public outdoor play areas, or outdoor play areas that are not part of the program and are located off-site,

the program should be using the space at least once a week to be counted toward the 75 square feet of outside play space

the program provides.

Rate ‘No’ if the class or program does not use an outdoor play area, if the class or program uses an outdoor play area

less than once a week, or if the class or program only goes on walks.


Rate the entire criterion (all indicators) as ‘N/A’ if the program facility does not have sandboxes N/A Check to rate entire

criterion as N/A

Sandboxes that are part of a program facility:

a are constructed to allow for drainage; Yes No

Rate as ‘Yes’ if no drainage problems are observed. Any system to promote drainage and guard against

standing water is appropriate. Examples would be the use of landscape fabric or drainage rock beneath

the sand, or ground graded downward around the sandbox.

b are covered when not in use; and Yes No NoOpp

Rate as ‘NoOpp’ if sandbox is in use throughout the day.

Sand over a large ground surface is considered a sandbox if it appears to be used for sand play (for

instance, sand toys are evident). If used as a sandbox as well as resilient covering, and the entire surface

is not covered, rate as ‘No’.

c are cleaned of foreign matter on a regular basis. Yes No

Rate as ‘Yes’ if sandboxes are mostly free of foreign matter and appears clean.

d Staff replace sand as often as necessary to keep the sand clean. Yes No

Rate as ‘Yes’ if sand appears clean. Rate as ‘No’ if there is no sand in the sandbox.

When assessing multiple outdoor play areas, rate ‘Yes’ if the majority of the outdoor play areas meet the

language of the criterion.


Instructions: Always assess the outdoor play area that the class uses, whether or not the program owns the

area. Rate all indicators ‘No’ if there are no opportunities for outdoor play for this class, including walks (refer

to Playground Verification Form). Rate entire criterion ‘NoOpp’ if the class ONLY takes walks AND no walk is

observed. Equipment used regularly at any time of the day or year must be assessed. When assessing public

outdoor play areas, or outdoor play areas that are not part of the program and are located off-site, the program

should use the space at least once a week for the space to be considered regularly used.

NoOpp Check to

rate entire

criterion

as

‘NoOpp’ The outdoor play area protects children from…

a injury from falls (resilient surfacing should extend six feet beyond the limits of stationary

equipment).

This indicator has been identified as a Statement of Best Practice and will no longer be directly assessed

during a site visit.

b [protects children from] catch points, sharp points, and protruding hardware. Yes No

N/A

Rate as ‘N/A’ if there is no stationary playground equipment.

a-b Indicators ‘a’ and ‘b’ are specific to stationary play equipment.

c [protects children from] entrapment (openings should measure less than 3.5

inches or more than 9 inches). Yes No

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“Generally, an opening presents an entrapment hazard if the distance between any interior opposing

surfaces is greater than 3.5 inches and less than 9 inches.” (source: “Handbook for Playground Safety”,

Consumer Product Safety Commission) Circular openings do not present this hazard. Measure examples

of guard rails, ladder rungs, and other spaces on equipment and structures in the outdoor environment

(ie: fences or other areas of the outdoor environment) where entrapment could occur. Record on the

Notes page any openings that do NOT meet this criterion.

d [protects children from] tripping hazards. Yes No

There should be no exposed concrete footings, abrupt changes in surface elevations, or other man-made

elements which can trip children or adults. Natural features such as tree roots, tree stumps, or rocks are

NOT rated as tripping hazards.

e [protects children from] excessive wind and direct sunlight. Yes No

Rate ‘Yes’ if one example of protection from the elements is observed. Protection must match the most

prevalent adverse conditions in the local area.

c-e

Indicators ‘c’- ‘e’ are in reference to the entire outdoor play area. Refer to Playground Verification

Form and rate indicators ‘No’ if the class does not use any outdoor play area at least once a week

(including public spaces and private playgrounds) and if the class does not go on walks. If the class does

only walks (no outdoor play areas used or outdoor play area is used less than once a week), rate each

indicator as ‘Yes’ or ‘No’ on its merits.

If children go out on the outdoor play area, even if there is snow, rate this criterion.

If catch points, entrapment areas, tripping hazards or other dangerous features are evident, describe the

features and their location on the Notes Page. When assessing multiple outdoor play areas, rate ‘Yes’ if the

majority of the outdoor play areas meet the language of the criterion.

Examples of outdoor learning environments: playgrounds (public or private), parks, parking lots, open fields

without equipment, gardens, woods.

9.C. – Building and Physical Design

9.C.01 I-T-P-K Always O, PP

a There is a minimum of 35 square feet of usable space per child in each of the primary

indoor activity areas. Yes No

Rate ‘No’ if the indoor usable space appears inadequate for the number of children present during the observation.

The program portfolio should provide evidence that they meet square footage requirements. Eye ball the area, and unless

it seems quite different from what the program has provided, then score as ‘Yes.’

The primary activity area does not include diaper stations, cribs, large structures that cannot be removed or moved aside

easily, toilets, any sick-child area, staff rooms, corridors, hallways, stairways, closets, lockers or cubbies, laundry rooms,

janitor rooms, furnace rooms, storage areas, and built-in shelving. (Specialty areas such as computer rooms, reading

rooms, and lunchrooms, where children are expected to remain seated for short periods of time may be excluded from the

minimum space requirement.)

9.C.02 I-T-P-K Always O

a The work environment for staff, including classrooms and staff rooms, is comfortable

and clean and is in good repair. Yes No

The work environment includes:

b a place for adults to take a break from children; Yes No

This does not have to be a formal staff break room; an office, kitchen or workroom can double as a staff room. The

space must be interior, include seating, and be away from the children. It does not have to be in the same building,

but must be easily accessible for teachers to take their breaks.

c an adult-sized bathroom; Yes No

d a secure place for staff to store their personal belongings; and Yes No

Secure storage means staff’s belongings are locked in a closet, locker, or drawer under their personal control. Rate

as ‘Yes’ if you do NOT see evidence that staff belongings are not secured.

e an administrative area for planning or preparing materials that is separated from the

children’s areas. Yes No


Page 50 of 55



a

Facilities meet Americans with Disabilities Act (ADA) accessibility requirements.

Accessibility includes access to buildings, toilets, sinks, drinking fountains, outdoor

play space, and all classroom and therapy areas.

Yes No

If the program is operated by a church, mosque or synagogue, it is exempt from these requirements; a program must have

documentation indicating that it is operated by a religious institution to be exempt from these requirements. If a program

has documentation showing they are operated by a religious institution, rate criterion as NA. Programs that rent space

from a religious institution must meet the requirement. Thresholds of doors may not be higher than1/2 inch; doors must be

32” wide; and building entry must be accessible to wheelchair. If the facility was constructed prior to 1993, ADA requires

reasonable accommodations. If building was constructed prior to 1993, the program can receive credit it if has evidence

in its program portfolio that it considered making these changes and determined that the changes would require an undue

burden (significant difficulty or expense).

If the building was constructed prior to 1993, examples of evidence could include:

*documentation indicating that the building was constructed prior to 1993; AND

*documentation indicating that the program considered making these changes to comply with ADA and determined that

the changes would require an undue burden, such as significant difficulty or expense. Examples of documentation could

include an explanation in narrative form with the cost estimates for structural changes, or minutes from a meeting in

which the changes were considered but it was decided that the changes would require an undue burden.

If the building was constructed in 1993 or later, examples of evidence could include:

*architectural plans that demonstrate how the program’s facility meets ADA requirements.

*photographs of the physical layout that demonstrates how the facility meets ADA requirements.

*an inspection report or certificate completed by an individual who evaluated the facility for ADA requirements.

If the program’s facility was constructed prior to 1993, but has added an addition, alteration, or undergoes new

construction, the building must be compliant with ADA regulations.

ADA Accessibility Requirements: (1) An accessible entrance; (2) an accessible route to classrooms; (3) at least one

accessible restroom; (4) accessible telephones; (5) accessible drinking fountains; and (6) when possible, additional

accessible elements such as parking, storage, and alarms.

See http://www.ada.gov/regs2010/2010ADAStandards/2010ADAStandards_prt.pdf


a The program provides children who attend for more than two hours at a time natural

light in at least some of the indoor areas occupied during the course of the day. Yes No NoOpp

If children are at the program for more than two hours some natural light must be available.


a Toilets [are within 40 feet of the indoor areas children use], Yes No N/A

Rate ‘N/A’ if class is all infants and no toileting facilities are present.

b drinking water [is within 40 feet of the indoor areas children use], and Yes No

Drinking water includes water fountains and tap water.

c hand-washing facilities are within 40 feet of the indoor areas that children use. Yes No

The hand-washing sinks are accessible to

d staff and Yes No

‘Accessible to staff’ means that the hand-washing sinks are adult-sized.

e children (step stools are available if needed). Yes No

d-e Rate the hand washing sinks that the children and staff use, even if indicator c is rated ‘No’.


a The routine frequency of cleaning and sanitation in the facility is carried out as

indicated in the Cleaning and Sanitation Frequency Table. Yes No

b Staff clean and sanitize toilet seats, toilet handles, toilet bowls, doorknobs or cubicle

handles, and floors daily or immediately if visibly soiled. Yes No N/A

This indicator refers to areas of and items in bathrooms. Rate ‘N/A’ if no bathroom is used by the class (e.g., infant

classes).

c Staff clean and sanitize potty chairs after each child’s use. Yes No NoOpp N/A

Rate ‘N/A’ if there are no potty chairs or the program is all infants.

http://www.ada.gov/regs2010/2010ADAStandards/2010ADAStandards_prt.pdf

Page 51 of 55



Observationally, credit is given if there is no apparent soil (urine, feces, blood, and dirt).

A contract with a cleaning service documenting the responsibilities and frequencies for cleaning, sanitizing, and

disinfecting is an acceptable form of evidence.

Refer to the Cleaning, Sanitizing and Disinfecting Frequency Table (Revised October 2016). References to ‘sanitize’ are

now generally ‘disinfect’.

. Carpet cleaning must be consistent with local health regulations. Check with your local health department or licensing

agency to determine what regulations, if any, apply in your community.

9.C.07 I-T-P-K Always O

Rate all indicators on this tool with respect to the current class’s environments (indoors and outdoors) only. Rate all

indicators with respect to the program’s common spaces only, including playgrounds. Assume spaces are potentially

accessible to children if they are unlocked and unstaffed at the time of your observation.

The building is well maintained:

a Walls, floors, furnishings, the outdoor play area, and equipment are kept in good repair

and are safe, with no sharp edges, splinters, protruding or rusty nails, or missing parts. Yes No

b All areas, both indoors and outdoors, are free from glass, trash, sharp or hazardous

items, and visible soil, and are in a clean condition. Yes No

c Staff observe all areas of the facility, both indoors and outdoors, and take steps to

correct or avoid unsafe conditions. Yes No NoOpp

Rate as ‘NoOpp’ if no unsafe conditions (indoors and outdoors) are observed.


a

Program staff protect children and adults from hazards, including electrical shock,

burns or scalding, slipping, tripping, or falling. Floor coverings are secured to keep

staff and children from tripping or slipping.

Yes No

Tamper resistant outlets may be difficult to see. Assessors ask about use of tamper resistant outlets during the

Orientation Meeting.

b The program excludes baby walkers. Yes No Not Age

Definition of Baby Walker: a mobile unit that enables a child to move on a horizontal surface when propelled by

the child sitting or standing within the walker (Consumer Product Safety Commission:

http://www.cpsc.gov/en/Business--Manufacturing/Business-Education/Business-Guidance/Infant-Walkers/

accessed 4/27/2016).

Products that assist a child to walk but do not surround the child in a frame are permissible.

Rate ‘Not Age’ when observing Toddler/Two, Preschool and Kindergarten classes.

Rate ‘N/A’ when program does not enroll infants.


a

Program staff make sure that stairwells and corridors are well lighted. There is

emergency lighting with unobstructed and visible paths for entering and exiting as well

as clearly marked regular and emergency exits.

Yes No

Rate ‘Yes’ if these elements are present: well lighted corridors and stairwells, unobstructed exit paths, and clearly

marked exits.


a Fully equipped first-aid kits are readily available and maintained for each class of

children. Yes No

b Staff take at least one fully equipped first aid kit to the outdoor play areas as well as on

field trips and outings away from the site. Yes No NoOpp

Rate as ‘Yes’ if first aid kits are installed/available on the playground. Rate as ‘NoOpp’ if class does not go outside

during observation.

First Aid Kit must include: gloves, materials to clean wounds (e.g., wet wipes or antiseptic wipes), and materials to stop

bleeding.

9.D. – Environmental Health


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a The program has taken measures in all rooms occupied by children to control noise

levels so normal conversation can be heard without raising one’s voice. Yes No

Rate ‘Yes’ if noise levels are under control in the room being observed. See https://www.epa.gov/clean-air-act-overview/noise-pollution-materials-kids-and-teachers for more information and resources.

9.D.06 I-T-P-K Always O, PP

a The facility and outdoor play areas are entirely smoke free. No smoking is permitted in

the presence of children. Yes No

Rate as ‘Yes’ if no evidence of smoking is seen inside the facility and the playground, OR if "No Smoking" signs are

posted. Evidence may also include a policy in the staff and/or parent handbooks, memos, emails, contracts, and notes or

minutes from staff and/or parent meetings.

9.D.09 I-T-P-K Always O

Toxic substances (used only as directed by the manufacturer) are:

a stored in original labeled container and Yes No

Rate as ‘Yes’ UNLESS evidence to the contrary is seen: toxic substances stored in a container other than the

original labeled container. Diluted bleach solutions may be in a spray bottle (not original packaging).

b kept in a locked room or cabinet, inaccessible to children, and away from medications

and foods. Yes No

Undiluted bleach should be in the original container and kept in a locked room or cabinet. Bleach is corrosive;

liquid bleach is not considered flammable. Diluted bleach solutions may be in a spray bottle (not original

packaging); diluted bleach solutions should be out of the reach of children but do not need to be in a locked room

or cabinet.

Alcohol-based hand sanitizer should be inaccessible to children, and stored away from heat sources. It does not

need to be in a locked room or cabinet.

c Matches and lighters are not accessible, and gasoline and other flammable materials

are stored (when needed) in a separate building. Yes No

Products that are specifically labeled as flammable, including gasoline, should be stored in a separate building.

Flammable products in small quantities such as white-out, alcohol wipes, and hand sanitizer do not need to be

stored off-site, but must be kept out of reach of children.

Toxic, combustible, and flammable substances are all included in this criterion.

Toxic substances are defined as those that can produce personal injury if inhaled, swallowed, or absorbed through the

skin (includes cleaning supplies and pesticides).

Combustible materials are any substance that can burn.

Flammable materials give off vapors that can ignite at a lower temperature (under 100 degrees F) than combustible

materials. Note labels carefully; some sun protection products or insect repellents are labeled as flammable and should

not be used.

Standard 10 – Leadership and Management

10.B. – Management Policies and Procedures

10.B.11 I-T-P-K Random O, PP

a

Policies prescribe that each class be assigned teaching staff who have primary

responsibility for working with that group of children. These teaching staff provide

ongoing personal contact, meaningful learning activities, supervision, and immediate

care as needed to protect children’s well-being.

Yes No

The intent of the criterion is that children know and become familiar with those caring for them and experience a stable

learning environment through continuity of care. Assessors will watch to see the teaching staff’s sensitivity to and

familiarity with the individual children. Rate ‘No’ if there are no teaching staff present during the observation who

correspond to those identified in information posted or if the caregivers clearly do not know the children and their

routines.

Evidence in the Program Portfolio may include relevant policies from a staff or program handbook.

https://www.epa.gov/clean-air-act-overview/noise-pollution-materials-kids-and-teachers

https://www.epa.gov/clean-air-act-overview/noise-pollution-materials-kids-and-teachers

Page 53 of 55



Written procedures address the maintenance of developmentally appropriate teaching staff-child ratios within

class size to facilitate adult-child interaction and constructive activity among children. Teaching staff-child

ratios within class size (see table below)are maintained during all hours of operation, including:

a indoor time, Yes No

b outdoor time, and Yes No

Rate ‘NoOpp’ if the class does not go outside during the observation.

If more than one class intermingles outside on an undivided playground (or in a large undivided indoor play

space), class size is calculated as the combined total of intermingled classes. Rate as “No” if the combined

class size is above the ceilings listed in the table below.

c during transportation and field trips (when transporting children, the teaching

staff-child ratio is used to guide the adult-child ratio). Yes No N/A

Adults other than teaching staff (drivers, parent volunteers, etc.) can be present during transportation, but

must be in the same ratio as staff-child ratios listed by age in the table below.

Rate as ‘N/A’ if program does not transport children and/or does not go on field trips. Neighborhood walks

are generally part of routine outdoor play and are not to be rated as field trips.

Classes of children may be limited to one age or may include multiple ages. (A class or classroom consists of

the children who are assigned to a teacher or a team of teaching staff for most of the day and who occupy an

individual classroom or well-defined space that prevents intermingling of children from different classes

within a larger room or area.) Developmentally Appropriate: based on what we know about the development and learning of children within a given age

range, while also considering each child’s individual abilities and needs, and his or her cultural background.

A written ratio is not necessary to meet this criterion. Refer to the chart below.

When children join a class, it is considered a separate class if the children intermingle for more than two hours in a

different setting with different teaching staff.

When an ancillary professional (such as a music teacher, art teacher, or librarian) is providing a planned activity for one

hour or less, that person may be counted toward the teaching staff ratio but does not need to be included in other

reporting requirements for teaching staff.

Mixed-age classes

For infant/toddler mixed-age classes, the ratio and class size for the youngest age range present applies.

For toddler/preschool mixed-age classes:

o When more than four children between the ages of 30 months and 36 months are present, the ratio and

class size for the youngest age range present applies.

o When fewer than four children between the ages of 30 months and 36 months are present, the ratio and

class size for the predominate age range present applies.

For all other mixed-age combinations, the ratio and class size for the youngest age range present applies.

The ratio remains in compliance when a staff member leaves the class without being replaced by a substitute for no more

than five minutes (e.g., to get craft supplies, talk in the hall to a parent, go to the bathroom).

If teaching staff are absent for more than five minutes but less than 20 minutes (e.g., to take children to the bathroom, to

administer first aid, to take a personal break), the ratio remains in compliance when another adult who is not part of the

teaching staff substitutes for the staff member.

Special Events (Observation Only): During special events (such as puppet shows, assemblies, and chapel), if children

remain with their own classes (i.e., they are not intermingling with others) and if the teaching team that is responsible for

the class remains with the class, rate as if the class is not intermingling. If the class being observed is intermingling with

one or more other classes during the special event, then rate as a single combined class.

Nap Time: When two or more adults must be present during nap time, at least one of the adults present must be a teacher

or assistant teacher–teacher aide (for example, a class of five to eight infants would require at least two people, one of

whom is a teacher or assistant teacher–teacher aide, to be present to meet the ratio). Additional adults may be staff

members or other adults who function in a different role.

Substitutes may be used to meet ratios because they are considered a temporary member of the teaching staff. For a class

of 10 children, in a Toddler/Two class with ages 12 months to 28 months, there must be three teaching staff to meet.

The following Teacher-Child Ratios within the Class-Size Chart should be used for best practices. Assessor will rate this

criterion according to the highest ratio and class size for each Age Category (Infant, Toddler/Two, Preschool, and

Kindergarten).

Page 54 of 55


Teacher-Child Ratios within Class Size (assessed in Criterion 10.B.12)

Age

Category Age Range

1

Class Size2

6 8 10 12 14 16 18 20 22 24 30

Infant Birth to 15 months 1:3 1:4

Toddler

/Two

12 to 28 months 1:3 1:4 1:43 1:4

21 to 36 months 1:4 1:5 1:6

Preschool 30 to 48 months

(2½ to 4 years) 1:6 1:7 1:8 1:9

48 to 60 months

(4 to 5 years) 1:8 1:9 1:10

60 months to

Kindergarten

Enrollment (5 years to

Kindergarten

Enrollment)

1:8 1:9 1:10

Kinder-

garten

Enrolled in any public

or private

kindergarten

1:10 1:11 1:12

1 These age ranges purposefully overlap. If a class includes children whose ages range beyond the overlapping portion of

two age categories, then the class is a mixed-age class. For mixed-age classes, universal criteria and criteria relevant to the

age categories for that class apply. 2 Class sizes as stated are ceilings, regardless of the number of staff.

3 Class size of 10 is permissible for this age range, but an additional adult is required to stay within the best

practice ratio

10.B.13 I-T-P-K Always O, TS, PP

The program is organized and staffed to minimize the number of:

a class [transitions during the day], Yes No

Rate as ‘Yes’ if children experience no more than 2 classroom transitions in a half day and 3 in a full day. Rate as

‘Yes’ if children experience no more than 2 classroom transitions during the observation. A class transition is

defined as when the composition of the class of children changes by more than 50%.

b Teacher staff [transitions during the day], and Yes No

Rate as ‘No’ if the composition of the teaching staff changes by more than 50% during the observation. Do NOT

include staff changes resulting from staff substitutions for posted, scheduled staff breaks.

c classroom transitions experienced by an individual child during the day and program

year.

Yes No NoOpp N/A

Consider classroom transitions experienced by a child per day. For example, if a child gets moved from room-to-

room to meet ratio, rate as ‘No’. Classroom transitions experienced by a child during the day should be

minimized. Rate as NA if there is only one class and/or classroom in the program. Rate as ‘NoOpp’ during the

observation unless there is a clear reason to rate ‘No’.

Every attempt is made to maintain continuity of relationships between teaching staff and children and among

groups of children. The intent of this criterion is that programs create policies and procedures to support continuity of care for children over

time, supporting continuity between teaching staff and children as well as among children.

10.D. – Health, Nutrition, and Safety Policies and Procedures


The program has written procedures that outline the health and safety information to be collected from families

and to be maintained on file for each child in one central location within the facility. The files are kept current

by updating as needed, but at least quarterly. The content of the file is confidential, but is immediately available

to

a administrators or teaching staff who have consent from a parent or legal guardian for

access to records, Yes No

b the child’s parents or legal guardian, and Yes No

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c regulatory authorities, on request. Yes No Assessors will be looking during the rating of Program Observable Evidence to ensure that files are on site but are

inaccessible and/or locked in a cabinet, drawer, etc. Rate all indicators ‘Yes’ if child health and safety information is

present in the facility and kept in a central location.

Written evidence as part of the Program Portfolio may include written policies/procedures outlining how health and safety

information is collected, used, updated, and how access to the information is controlled.

10.E. – Personnel Policies

10.E.08 I-T-P-K Random O, PP

a

Confidential personnel files, including applications with record of experience,

transcripts of education, health-assessment records, documentation of ongoing

professional development, and results of performance evaluation, are kept in a secure

location.

Yes No NoOpp

Rate as ‘Yes’ if program documentation states that staff records are kept confidential or secured. Rate as ‘NoOpp’ if

personnel files are kept in an off-site location. A “secure location” means either a locking cabinet or closet, or within an

administrative office that is lockable and not accessible by unsupervised teaching staff. The cabinet, closet or room does

not have to be locked at the time of your observation.

Documents

Observable Criteria Tool: Preschool/Kindergarten - Home | … · · 2017-10-23Teaching staff support children’s competent and self-reliant exploration and use of classroom materials